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 Faculty Perception toward Online Education in a State College in the Philippines during the Coronavirus Disease 19 (COVID-19) Pandemic

2020 ◽  
Author(s):  
Rome B. Moralista ◽  
Ryan Michael Flores Oducado
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Academic Dishonesty ◽  
Online Teaching ◽  
Online Survey ◽  
The Philippines ◽  
Academic Rank ◽  
Face To Face ◽  
State College ◽  
Research Findings

This research determined the perception toward online education among faculty in a State College in the Philippines. This study used a descriptive online survey involving a sample of 27 faculty members. Statistical tools employed were descriptive statistics, Mann-Whitney U test and Kruskal-Wallis test. Research findings indicated that the majority of faculty had intermediate computer competency and had no training in online teaching with only a few having a very stable internet connection. Faculty considered that online education will result to more academic dishonesty, will be impersonal and lack feeling compared to face-to-face classes, and will be difficult to manage in terms of technology. Additionally, faculty were undecided if they are in favor of online education. The faculty significantly differed whether they are in favor of online education based on age, sex, college, educational attainment, years in teaching, academic rank, level taught and employment status. Faculty of Higher Education Institutions must be provided with continued support and training as they adapt into the new normal in the higher education landscape and as they embrace the instructional challenges brought by the Coronavirus disease 19 pandemic.

scholarly journals Online Education in the Post COVID-19 Era: Students’ Perception and Learning Experience

2021 ◽  
Vol 11 (10) ◽  
pp. 633
Author(s):  
Nastaran Peimani ◽  
Hesam Kamalipour
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Urban Design ◽  
Digital Technology ◽  
Design Education ◽  
Online Teaching ◽  
Online Survey ◽  
Learning Experience ◽  
Blended Online Learning ◽  
The Impact

Students’ learning experiences and perceptions are markedly influenced by the use of digital technology during the COVID-19 pandemic. Exploring students’ perception of blended online learning, amid the adaptations of the higher education sector in the wake of uncertainty, has become more critical than ever. This paper reflects on the experience of learning and teaching the Research Methods and Techniques subject in the postgraduate programme of MA Urban Design at Cardiff University during COVID-19 in the UK. To do so, we designed and carried out an online survey to explore students’ perception of online teaching and learning activities, feedback and assessment, and digital platforms based on their experience during the subject delivery period in the 2020–2021 academic year. One of the significant findings of this paper was that students agreed with the impact of eye contact on their virtual learning experience but as long as this was aligned with their rights to see others, including their peers and instructors, rather than reciprocal rights to be seen. In addition, students felt that facilitating synchronous communication through effective interaction among diverse peers has been quite challenging in small-group online reading seminars. The majority of respondents also reported that attending live online lectures was more helpful than watching pre-recorded lectures. Online formative feedback and synchronous interim reviews also allowed students to reflect on their progress and develop their projects further before their summative assessment. The outcomes of this paper can effectively assist educators who consider delivering programmes, adopting a blended online learning environment design model, in the post COVID-19 era. The findings of this study can also provide guidance for further developments and improvements in using digital technology and blended online learning in urban design education and pedagogy.

scholarly journals From Face-to-Face to Online UDeL Camps: Supporting Staff at Higher Education Institutions in Developing Universal Design for eLearning (UDeL)

2021 ◽  
Author(s):  
Håkan Eftring ◽  
Elinor Jeanette Olaussen ◽  
Helen Petrie ◽  
Merja Saarela ◽  
Tarja Ladonlahti ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Universal Design ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Challenges And Opportunities

The TINEL Project is running a series of camps for staff at higher education institution to support them in developing inclusive eLearning. The first camp was conducted face-to-face, but the coronavirus pandemic meant that the second camp was conducted online. This created a case study in inclusive eLearning in itself and allowed us to experience and reflect on the challenges and opportunities of inclusive online teaching and learning. This paper presents the structure and content of the two camps, our reflections on moving from a face-to-face to an online situation and our elaboration how the UDL principles apply to eLearning to create Universal Design for eLearning (UDeL). We found that because we already had a syllabus for the camp prepared, transferring it to an online camp did not present a great number of challenges. Some aspects of the online situation were actually advantageous (e.g. presenting all materials digitally and making them fully accessible) while others were difficult to overcome (e.g. engaging all participants in online activities and discussions). We provide a set of recommendations of how to implement the three principles of UDL in eLearning situations.

Inequality and Access to Online Education During a Global Crisis

2021 ◽  
pp. 340-361
Author(s):  
Herbert Ntuli ◽  
Edwin Muchapondwa ◽  
Victor Ntuli ◽  
Lina Mangwende
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Online Survey ◽  
Learning Experience ◽  
Education Policies ◽  
Face To Face ◽  
Free Data ◽  
The Impact ◽  
Method Approach

The impact of inequality and technology on access to online education has received tremendous attention within the past two decades from researchers across the globe. What remains under-researched is the knowledge of how shocks such as the COVID-19 pandemic affect access to online education. The main objective of the study was to examine inequality in accessing online education in the context of a crisis in a developing region. A mixed-method approach was used to collect and analyze online survey data based on 393 undergraduate students from six countries in Southern Africa. Both observable and hidden inequality sources such as income and participation in household chores compromise the quality of online education. A shift from face-to-face teaching to online education is likely to result in learning difficulties and deterioration in the quality of education. Policies such as the provision of free data improve the learning experience by reducing inequality. Therefore, decision-makers should take into consideration inequality in designing policies and strategies during a crisis.

How mode of delivery affects comprehension of an operations management simulation

2017 ◽  
Vol 10 (2) ◽  
pp. 183-200 ◽  
Author(s):  
Jason M. Riley ◽  
William A. Ellegood ◽  
Stanislaus Solomon ◽  
Jerrine Baker
Keyword(s):  
Online Education ◽  
Operations Management ◽  
Online Teaching ◽  
Mode Of Delivery ◽  
Ease Of Use ◽  
Equation Modeling ◽  
Content Type ◽  
Team Interaction ◽  
Face To Face ◽  
Management Concepts

Purpose This study aims to understand how mode of delivery, online versus face-to-face, affects comprehension when teaching operations management concepts via a simulation. Conceptually, the aim is to identify factors that influence the students’ ability to learn and retain new concepts. Design/methodology/approach Leveraging Littlefield Technologies’ simulation, the study investigates how team interaction, team leadership, instructor’s guidance, simulation’s ease of use and previous software experience affects comprehension for both online and face-to-face teaching environments. Survey data were gathered from 514 undergraduate students. The data were then analyzed using structural equation modeling. Findings For the face-to-face population, this study found that team interaction, previous software experience, instructor’s guidance and simulation’s ease of use affected student comprehension. This differed from the online population who were only affected by the simulation’s ease of use and instructor’s guidance. Originality/value Understanding how the mode of delivery affects comprehension is important as educators develop new online teaching techniques and experiment with innovative technologies like simulation. As demand for online education grows, many instructors find they need to refine their methods to ensure students comprehend the concepts being taught regardless of modality.

Post-pandemic Higher Education: Perspectives from University Leaders and Educational Experts in the United Arab Emirates

2021 ◽  
pp. 234763112110072
Author(s):  
Sanaa Ashour ◽  
Ghaleb A. El-Refae ◽  
Eman A. Zaitoun
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
United Arab Emirates ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Mode Of Delivery ◽  
Face To Face ◽  
The Future ◽  
E Learning ◽  
University Leaders

The COVID-19 pandemic has presented an opportunity to rethink higher education. This study focused on analysing experiences from three higher education institutions (HEIs) in the United Arab Emirates (UAE) since the onset of the crisis and explored how university leaders and professors in these institutions imagine post-COVID-19 higher education. The study aimed to find out whether the pandemic has been a factor that has helped to legitimize online teaching and learning as a universal mode of delivery across different fields of studies, or if the Zoom fatigue has shown its limitations. In addition, the research investigated what transformations university experts predict and their vision for the future of higher education. The study found that many lessons learnt during the period of forced adoption of distance education will be used by universities to enhance and expand online learning provisions. This shift will be driven by the investments the universities have made in distance education and the increased familiarity of the students, staff and institutions with e-learning. The study participants foresee that more sophisticated forms of hybrid campuses will be a more appropriate model for the future, if face-to-face (F2F) classrooms do not return.

scholarly journals Blended learning in higher education: Three different design approaches

2014 ◽  
Vol 30 (4) ◽  
Author(s):  
Ali Alammary ◽  
Judy Sheard ◽  
Angela Carbone
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Online Teaching ◽  
Learning Experience ◽  
Teaching Resources ◽  
Face To Face ◽  
Blended Courses ◽  
Diverse Student ◽  
Definition Of ◽  
Diverse Student Population

<p class="Abstracttext">Blended learning has been growing in popularity as it has proved to be an effective approach for accommodating an increasingly diverse student population whilst adding value to the learning environment through incorporation of online teaching resources. Despite this growing interest, there is ongoing debate about the definition of the concept of blended learning. As a result, teachers in higher education have developed different understandings of the term and different design approaches have evolved. Selecting the most appropriate design approach for a blended course is a major challenge for many teachers in higher education institutions who are new to the idea of blended learning. This paper aims to provide guidance to help teachers of traditional face-to-face courses in selecting the most appropriate approach to use when designing their blended courses. Firstly, it discusses the different definitions of the term blended learning and how they have resulted in a number of design approaches. It then classifies these approaches into: low-impact, medium-impact and high-impact blends according to the potential changes to the existing teaching program and student learning experience. Finally, it describes the benefits and the challenges of applying each approach and provides recommendations about when and how each approach should be used.</p><p class="Abstracttext"> </p>

scholarly journals Migrating From Face-To-Face to Online Learning During the COVID-19 Pandemic: The Experiences of Psychology Students at a Private Higher Education Institution in Gauteng

2021 ◽  
Vol 3 (3) ◽  
pp. 11-21
Author(s):  
Monique Cloete ◽  
Jessica Michele Ellington ◽  
Anke Jansen van Vuuren ◽  
Elisca Adele Marais ◽  
Poppy Masinga
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Computer Literacy ◽  
Online Survey ◽  
Education Institution ◽  
Psychology Students ◽  
Private Higher Education ◽  
Survey Method ◽  
Higher Education Institution ◽  
Face To Face

Due to the COVID-19 pandemic, there was an accelerated migration from face-to-face to online learning. This article aims to explore and describe how psychology students experienced the migration from face-to-face to online learning during the COVID-19 pandemic. It entailed a qualitative research design with an exploratory and descriptive approach. The participants were 28 purposively sampled psychology students from a Private Higher Education Institution in Gauteng. An online survey method was employed to gather the needed information which was then subjected to a thematic analysis. It emerged that the challenges experienced by students were internet connectivity issues, insufficient computer literacy, reduced class time, anxiety, physical impact, and communication issues. Moreover, some benefits related to flexibility, the convenience of online studies and safety from infection with COVID-19 were identified. It was also noted that having certain attributes such as independence, time management skills, having support and being tech savvy improved the online learning process. Some opportunities for Higher Education Institutions to improve the experiences of students included creativity in module delivery as well as providing guidelines on how to use these online platforms.

scholarly journals CROSSING CULTURES AND BORDERS IN INTERNATIONAL ONLINE DISTANCE HIGHER EDUCATION

2019 ◽  
Vol 13 (2) ◽  
Author(s):  
Gulnara Sadykova ◽  
Jennie Dautermann
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Cultural Imperialism ◽  
Host Institution ◽  
Cross Culture ◽  
Online Distance

The growing demand for higher education worldwide, along with global expansion of telecommunication technologies, give online distance education a potential world-wide reach for institutions in many countries. Given the persistent international digital divide and the potential for the host institutions and languages to be those of wealthy, industrialized countries, international online distance higher education (IODHE) has great potential for educational and cultural imperialism. Therefore institutions contemplating expansion into international distance education must accommodate a number of changes that would enable building the safe learning/teaching environment needed for the development of a successful course. Drawing on literature of domestic and international online teaching and learning, multicultural studies, as well as personal international teaching and learning experience, the authors examine four domains where these changes are of critical importance: 1) host institution, 2) technology, 3) learning models of students, and 4) teaching models of faculty. The paper discusses issues and practices in each of these domains and offers general recommendations for institutions participating or planning to participate in cross-border/cross-culture online education.

scholarly journals Students’ pre and post COVID-19 perception of Higher Education switch to online: An exploratory study in Portugal

2021 ◽  
Vol 16 (5) ◽  
pp. 2368-2377
Author(s):  
Carlos António Alves dos Reis ◽  
Maria Simões ◽  
Maria Flores-Tena
Keyword(s):  
Higher Education ◽  
Performance Indicators ◽  
Online Teaching ◽  
Education Institution ◽  
Assessment System ◽  
Education Students ◽  
Teaching Mode ◽  
Face To Face ◽  
The Many ◽  
Portuguese Higher Education

The corona virus crisis has exposed the many inadequacies and inequities in our education systems. This article aims to contribute to the understanding of the relation between the pandemic caused by COVID 19 (SARS-COV 2) and the changes experienced in Higher Education (HE), namely the shift to online teaching mode. The research used a survey questionnaire to collect data. The study focuses on a Portuguese Higher Education institution (HEI). Institutional teacher’s performance indicators regarding quality assessment system were used, referring to the 2nd semester of 2018-19 until the 1st semester of 2019-20.  The total number of pre-Covid19 students who participated 227 . As to the post-covid19, 288 answered the questionnaire. Overall, the “U of Mann-Whitney test” has found no differences between the two moments, pre- and post-Covid19. Hence, results seem to indicate that the student’s perception of the lecturer’s performance was not affected by the regimen shift from face-to-face to online. Keywords: COVID-19; Higher Education; Students’ Perception; Online teaching performance.  

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