Creating an Agile University During COVID

2022 ◽  
pp. 144-154
Author(s):  
Enakshi Sengupta ◽  
Victoria Fontan
Keyword(s):  
World War Ii ◽  
Learning Community ◽  
Secondary Data ◽  
Interpersonal Contact ◽  
American University ◽  
Face To Face ◽  
The World ◽  
University Life ◽  
E Learning ◽  
The University

The world has seen conflict and political instability since World War II, but currently the world is uniting to fight the COVID-19 pandemic, although education has suffered with schools and universities closed for long periods. The practice of social distancing minimized interpersonal contact in all higher educational institutions. Afghanistan was catapulted into the online learning community despite having limited infrastructure. The American University of Afghanistan (AUAF) had faced disruption of normal university life in 2016 when terrorists attacked the university. This chapter will highlight some of the best practices at AUAF implemented to make the university agile. Secondary data was collected from the university to evaluate the effectiveness of e-learning, with further improvements identified, implemented, and evaluated. The findings show that while the campus prepared to open for students along with the HyFlex model of face to face, synchronous online, and asynchronous online teaching, the institution continues to remain agile, irrespective of the situation.

scholarly journals The Use of E-Learning Using Web-Based Management Introduction In Pamulang University

2020 ◽  
Vol 2 (9) ◽  
Author(s):  
Ni’mah Ni’mah ◽  
Khaerudin Khaerudin ◽  
Dwi Kusumawardani
Keyword(s):  
Secondary Data ◽  
Primary Data ◽  
Introductory Courses ◽  
Web Based ◽  
Face To Face ◽  
Study Programs ◽  
E Learning ◽  
System Improvement ◽  
The University

Web-based e-learning in management introductory courses at Pamulang University, this study discusses studying e-learning in subjects at Pamulang University specifically on management introductory courses. This research was conducted at Pamulang University. This research was conducted in March 2020 until July 2020. The research method uses qualitative methods with primary data or secondary data. The results of this study indicate that the use of e-learning at Pamulang University has provided benefits for system improvement and for improving the quality of comfort. And e-learning learning has been implemented well by Pamulang University or more focused on management study programs. Because e-learning has become a mandatory part, Pamulang University continues to improve so that its utilization continues to improve. At least some of the things that are unique from this research are the University of Pamulang using e-learning as a whole. All subjects must be scheduled to represent lectures conducted face-to-face. This supports the un pam students to have a closeness with technology.

scholarly journals A Better Learning Community: Mixed-Methods Reveal Medical Student Preferences with Implications for Learning Community Design and Implementation

2021 ◽  
Vol 8 ◽  
pp. 238212052110148
Author(s):  
Jasna Vuk ◽  
Steven McKee ◽  
Sara Tariq ◽  
Priya Mendiratta
Keyword(s):  
Mixed Methods ◽  
Learning Community ◽  
Online Survey ◽  
Free Form ◽  
University Of Arkansas ◽  
Medical Sciences ◽  
Face To Face ◽  
Personal Support ◽  
School Learning ◽  
The University

Background: Medical school learning communities benefit students. The College of Medicine (COM) at the University of Arkansas for Medical Sciences (UAMS) provides medical students with academic, professional, and personal support through a learning community (LC) made of 7 academic houses. Objectives: To evaluate the effectiveness of the academic house model at UAMS utilizing a mixed-methods survey. The aims were to: (1) assess student experience and satisfaction with academic houses, (2) describe the realms of advising and guidance, and (3) identify areas for improvement. Method: An online survey was assigned to 723 COM students (all students enrolled, first through fourth years) at UAMS in March 2019. The survey was comprised of 25 items (10 multiple-choice, 8 on the Likert scale, and 7 open-ended questions). Data was depicted using frequency and percentages and/or thematic review of free-form responses. Results: The survey response rate was 31% (227 students). The majority of students responding (132, 58.1%) attended 2 or more face-to-face meetings with the faculty advisor within the preceding year. However, 27 (11.9%) students did not have any meetings. Approximately two-thirds of the respondents were satisfied or very satisfied with the guidance and direction provided by their advisors [very satisfied (n = 83; 36.6%); satisfied (n = 77; 33.9%)]. Themes that emerged from student generated areas for improvement include time constraints, advisor/advisee interest mismatch, and perceived inadequacy of advising content/connections. Conclusions: This study confirms the effectiveness of the LC model for advising and mentoring in the COM at UAMS. Uniquely, this study identifies not only learners’ satisfaction with their LC but also highlights areas for improvement which are widely generalizable and important to consider for institutions with or planning to start an LC.

Computer-assisted learning in undergraduate psychiatry (CAL-PSYCH): evaluation of a pilot programme

2003 ◽  
Vol 20 (3) ◽  
pp. 84-87 ◽  
Author(s):  
Allys Guerandel ◽  
Kevin Malone ◽  
Patrick Felle
Keyword(s):  
Computer Assisted ◽  
Attendance Rates ◽  
Computer Assisted Learning ◽  
Face To Face ◽  
Life Long Learning ◽  
Learning Techniques ◽  
Feedback Questionnaire ◽  
E Learning ◽  
On Line ◽  
The University

AbstractObjectives: To introduce and evaluate a computer assisted learning programme in undergraduate psychiatry (CAL-PSYCH).Methods: An interactive e-learning environment was created within the University College Dublin portal to assist students in acquiring the necessary skills in undergraduate psychiatry. The pilot phase consisted of providing their lectures on-line on the interactive site. Data were gathered from the last group of students in 2001 (pre-CAL-PSYCH) and the first group of students using CAL-PSYCH in 2002. We included assessment of percentage of students accessing the site, attendance rates at face-to-face lectures and tutorials, and also a feedback questionnaire from students who accessed the site.Results: All responders had used CAL-PSYCH. Students gave higher ratings for quality and interactivity of lectures compared with the pre-CAL-PSYCH curriculum. Students also expressed enthusiasm about CAL-PSYCH and encouraged us to develop it further.Conclusions: Computer-assisted learning environments such as CAL-PSYCH provide the opportunity to bring modern e-learning techniques to medical education, and may provide a new model for life-long learning in medicine.

scholarly journals Beyond e-learning: from blended methodology to transmedia education

2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Valentina Favrin ◽  
Elisabetta Gola ◽  
Emiliano Ilardi
Keyword(s):  
New Media ◽  
Learning Experience ◽  
Educational Activity ◽  
Dynamic Learning ◽  
Face To Face ◽  
Convergence Culture ◽  
E Learning ◽  
Collaborative Working ◽  
The University ◽  
Traditional Activity

Abstract Nowadays, at the time of convergence culture, social network, and transmedia storytelling – when social interactions are constantly remediated – e-learning, especially in universities, should be conceived as a sharing educational activity. Different learning experiences should become smoother and able to fade out the closed learning environments (as software platform and classrooms (either virtual or not)). In this paper, we will show some experiences of the Communication Sciences degree program of the University of Cagliari, which is supplied through an e-learning method. In the ten years since its foundation, the approach has evolved from a blended learning with two kinds of traditional activity (online activities and face-to-face lessons) to a much more dynamic learning experience. Many new actors (communication companies, local government, public-service corporations, new media and social media) – indeed – have been involved in educational and teaching process. But also these processes changed: collaborative working, new media comprehension, self-guided problem solving are examples of the new literacies and approaches that can be reached as new learning objectives.

scholarly journals Zagorka Micic: On the occasion of her 100th anniversary

2003 ◽  
Vol 46 (1-4) ◽  
pp. 17-26 ◽  
Author(s):  
Radmila Sajkovic
Keyword(s):  
World War Ii ◽  
Edmund Husserl ◽  
100Th Anniversary ◽  
History Of Philosophy ◽  
World War ◽  
The World ◽  
History Of ◽  
The University

In this text the author reviews the life and work of Zagorka Micic, famous Serbian woman-philosopher, in honour of the 100th anniversary of her birth. She was one of the first students of Edmund Husserl, and her Ph. D. thesis was among the earliest ones in phaenomenology, which was waking in that time. Her cooperation with Husserl has continued for a decade. After the World War II Zagorka Micic worked as a professor of logic and history of philosophy at the University of Skoplje (now FYRM). Stressing her individual qualities, the paper is full of personal memories and reminiscences of mutual encounters.

Development of E-Learning in Niger

2010 ◽  
pp. 114-125
Author(s):  
Aissetou Drame Yaye
Keyword(s):  
Distance Learning ◽  
Institutional Support ◽  
Course Delivery ◽  
Digital Campus ◽  
Virtual University ◽  
Face To Face ◽  
Official Opening ◽  
E Learning ◽  
Face To Face Learning ◽  
The University

The University Abdou Moumouni (UAM) of Niamey in Niger mainly focused on traditional face to face learning, and even the existence of the African Virtual University since the years 1999 did not change the situation. It is only after the official opening at the University of the Francophone Digital Campus in December 2003 that lecturers and students started overseeing and taking advantages of all the benefits of e-Learning and distance learning. The present paper builds on the author’s personal initiatory experience in e-Learning to highlight some specific challenges that traditional universities such as the UAM face in their efforts to introduce e-Learning and distance learning as a new mode of course delivery. The study shows that even though challenges are big, political and institutional support can freshen the perspectives and change opportunities into realities.

Aspects of e-Learning in a University

2010 ◽  
Vol 2 (4) ◽  
pp. 43-52 ◽  
Author(s):  
Karen Manning ◽  
Lily Wong ◽  
Arthur Tatnall
Keyword(s):  
Online Teaching ◽  
Strategic Decisions ◽  
Teaching Resources ◽  
Course Content ◽  
Face To Face ◽  
E Learning ◽  
On Line ◽  
Adoption Decisions ◽  
The University ◽  
On Line Learning

Most universities make use of e-learning facilities to manage and deliver on-line learning. Many universities have adopted an approach to teaching and the delivery of course content that combines traditional face-to-face delivery with online teaching resources: a blended learning approach. Many factors act to determine how online learning is adopted, accepted, and the balance between online and face-to-face delivery is formed. In this paper, the authors suggest that educational technology adoption decisions are made at three levels: strategic decisions are made by the university to implement a particular package, and then individual academics made adoption decisions regarding those aspects of the package they will use in their teaching and how they will use them. They also make a decision on the balance they will have between on-line and face-to-face teaching. This article questions how decisions are made to adopt one e-learning package rather than another. The authors then examine how individual academics relate to this technology once it is adopted and make use of it to deliver some or all of their teaching and determine the appropriate blend.

scholarly journals “Because of the Christian Fellowship, I Decided to Stay”: How Participating in a Christian Community Shapes the Social Experiences of Chinese International Students

2019 ◽  
Vol 8 (8) ◽  
pp. 234
Author(s):  
Anke Li ◽  
Chi Nguyen ◽  
Jinhee Choi
Keyword(s):  
International Students ◽  
Learning Community ◽  
Undergraduate Students ◽  
Social Experiences ◽  
Ethnographic Study ◽  
Christian Community ◽  
American University ◽  
The Social ◽  
Christian Fellowship ◽  
The University

This ethnographic study examines how participation in a Christian church community shapes Chinese international undergraduate students’ social experiences in an American university. Our findings reveal that Chinese international undergraduate students identify the church and its fellowship as (1) a social support community and (2) an informal learning community, one which fills in the gap in counseling services and interpersonal activities that the university fails to offer. Recommendations are made for higher education institutions to provide stronger support for international students, regardless of their nationalities and religions.

scholarly journals Performance, Interaction, and Satisfaction of Graduate EAP Students in a Face-to-Face and an Online Class: A Comparative Analysis

2019 ◽  
Vol 36 (3) ◽  
pp. 132-153
Author(s):  
Dmitri Stanchevici ◽  
Megan Siczek
Keyword(s):  
International Students ◽  
Student Satisfaction ◽  
Learning Community ◽  
Academic Writing ◽  
Online Courses ◽  
Comparative Case Study ◽  
Computer Assisted ◽  
American University ◽  
Writing Courses ◽  
Face To Face

Before arriving in a host country, international students may be motivated to complete some institutional requirements online. Many studies address computer-assisted instruction for second-language students, but few focus on fully online English for Academic Purposes (EAP) writing courses. This comparative case study, grounded in action research, examined the extent to which a fully online version of a graduate-level EAP course offered to international students at a North American university achieved comparable outcomes to a face-to-face version. A quantitative and qualitative analysis of study participants’ performance and course evaluations indicated that the outcomes and student satisfaction of both cohorts were comparable. However, an examination of the participants’ final research papers and online interactions revealed differences and challenges. Based on these findings, it is recommended that future online courses provide more instruction on source integration, library research, and building an interactive learning community. Overall, the findings suggest that when carefully designed, assessed, and refined, fully online courses hold strong promise in EAP academic writing contexts. Les étudiantes et étudiants internationaux tiennent parfois à remplir certaines exigences institutionnelles en ligne avant de se rendre dans leur pays d’accueil. L’enseignement assisté par ordinateur pour les apprenantes et apprenants d’anglais langue seconde fait l’objet de nombreuses études, mais peu d’entre elles portent sur des cours d’écriture d’anglais académique (EAP) complètement dispensés en ligne. Entièrement basée sur la recherche-action, la présente étude de cas comparative fait état du degré de comparabilité des résultats d’un cours d’anglais académique de deuxième cycle complètement présenté en ligne à des étudiantes et étudiants internationaux inscrits à une université nord-américaine et des résultats obtenus lorsque le même cours était dispensé en personne. Une analyse quantitative et qualitative des rendements des participantes et participants et du cours lui-même a indiqué que les résultats et le degré de satisfaction des étudiantes et étudiants des deux cohortes se valaient. L’examen des rapports de recherche finaux des participantes et participants et celui des interactions en ligne ont toutefois révélé des écarts et des défis. Sur la base de ces constatations, il est recommandé que les futurs cours en ligne fournissent davantage d’instructions sur l’intégration des sources, sur les recherches en bibliothèque et sur la construction d’une communauté d’apprentissage interactif. Dans l’ensemble, les constatations de l’étude suggèrent que, s’ils sont soigneusement conçus, évalués et peaufinés, les cours complètement dispensés en ligne sont très prometteurs dans des contextes d’écriture en anglais académique.

scholarly journals 3D Interactions between Virtual Worlds and Real Life in an E-Learning Community

2011 ◽  
Vol 2011 ◽  
pp. 1-11 ◽  
Author(s):  
Ulrike Lucke ◽  
Raphael Zender
Keyword(s):  
Learning Community ◽  
Virtual Worlds ◽  
Real World ◽  
Second Life ◽  
Virtual World ◽  
Real Life ◽  
Face To Face ◽  
Learning Platform ◽  
E Learning ◽  
Learning Scenarios

Virtual worlds became an appealing and fascinating component of today's internet. In particular, the number of educational providers that see a potential for E-Learning in such new platforms increases. Unfortunately, most of the environments and processes implemented up to now do not exceed a virtual modelling of real-world scenarios. In particular, this paper shows that Second Life can be more than just another learning platform. A flexible and bidirectional link between the reality and the virtual world enables synchronous and seamless interaction between users and devices across both worlds. The primary advantages of this interconnection are a spatial extension of face-to-face and online learning scenarios and a closer relationship between virtual learners and the real world.

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