scholarly journals After the COVID-19 crisis: Why higher education may (and perhaps should) never be the same

2020 ◽  
Vol 40 (1) ◽  
pp. 51-55
Author(s):  
Mary Kalantzis ◽  
Bill Cope
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Traditional Classrooms ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Reverse Engineer ◽  
The Right ◽  
The University ◽  
Radical Transformation

Universities and colleges have dragged their feet making the move to online teaching and learning. Suddenly, with this COVID-19 crisis, everyone had to move online. Few universities or colleges are prepared for such a rapid shift. Meanwhile, the conventional wisdom remains - the gold-standard for learning is traditional face-to-face, while online is second-best. But perhaps, even without COVID-19, in-person learning is ripe for radical transformation. At the University of Illinois, we’ve been researching this transformation, and developing and testing online learning solutions. Simply put, online can be completely different, and with the right tools, potentially much superior to in-person teaching. To reap the benefits of online learning, we need to abandon the current generation educational technologies—systems and processes that mostly do little more than reverse-engineer traditional classrooms.

scholarly journals The prevalence and characteristics of online assessment in Australian universities

2006 ◽  
Vol 22 (1) ◽  
Author(s):  
Rod Byrnes ◽  
Allan Ellis
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Online Assessment ◽  
Online Environment ◽  
Online Teaching And Learning ◽  
Course Content ◽  
Face To Face ◽  
The University ◽  
Australian Universities

<span>Assessment is one of the key elements of the teaching and learning process. It provides teachers with a means of evaluating the quality of their instruction. Students also use it to drive and direct their learning. Online teaching and learning will continue to become more important to Australian universities in order for them to remain competitive and economically viable. In the online environment, assessment is no less critical than in traditional face to face environments. However, assessment risks being overlooked or at least marginalised in the rush to place course content online. This paper provides a snapshot of the prevalence and characteristics of online assessment in Australian universities during 2004. It highlights useful information regarding the use of online assessment in the university sector and illustrates that overall this crucial area is not being given the attention or resources it requires.</span>

scholarly journals Problems of Online Learning during Covid-19 Pandemic in Speaking For Professional Context Class

2021 ◽  
Vol 8 (1) ◽  
pp. 32
Author(s):  
Sri Ariani ◽  
Tawali Tawali
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Questionnaire ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Higher Institution ◽  
Professional Class ◽  
Further Development ◽  
Professional Context

Indonesia's Government has made policy in the education sector due to the COVID-19  pandemic situation. Previously teaching and learning process especially in the higher institution is held face to face, and it switches to fully online learning. This situation forces the lecturer and students to adopt online learning and effected to their learning experiences. This current study is aimed at analyzing the students’ difficulties during online learning in speaking for professional context subject during COVID-19  situation. This research was held using a descriptive qualitative method approach. The data was obtained from an online questionnaire and interview conducted to 45 students of the second semester of the English Department who joining speaking for professional context class at Universitas Pendidikan Mandalika in Mataram, West Nusa Tenggara, Indonesia. The findings of the research revealed various problems for students as indicated in the current research. A total of 5 problems arose during online learning in the Speaking for Professional class. The arisen problem was: The first problem was related to Youtube video as the source of learning materials. The second problem was dealing with the students’ difficulties in elaborating the materials given by the lecturer during an online class. The third problem was related to the students’ procedure in doing the project or assignment given by the lecturer. The fourth problem was dealing with Students’ limitations in accessing ZOOM Meetings. The Students’ learning equipment and supporting facilities also contributed as the fifth arisen problems of the students while having online learning during COVID-19  pandemic situations. The findings provide information for further development and improvement in online teaching and learning procedures. Further research on the strategy of how the students face the challenge and adapt are encouraged.

scholarly journals Building the Web Interactive Study Environment: Mainstreaming online teaching and learning at the University of Western Sydney

2001 ◽  
Vol 17 (1) ◽  
Author(s):  
Stephen Sheely ◽  
Deborah Veness ◽  
Lynnae Rankine
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Academic Development ◽  
Online Teaching And Learning ◽  
Consultative Process ◽  
The University ◽  
Ongoing Dialogue ◽  
The Web

<span>The Web Interactive Study Environment or WISE was developed from 1998-2000 at UWS Hawkesbury to address the issues that have arisen in moving online teaching from the innovative to the mainstream. The principles underlying WISE are drawn from a number of educational disciplines including distance education, tertiary education and academic development. Its objective is to influence not only academic practice within the institution but also the ongoing dialogue concerning flexible and online learning.</span><p>Ownership of the process is dispersed throughout the organisation. The WISE team is involved in a wide ranging consultative process which includes virtually every sector of the university community. The result is a constantly evolving environment reliant as much on communication, negotiation and consensus as on hardware and software.</p>

scholarly journals A case study on the perspectives of University of Santo Tomas pharmacy professors on the influence of online classes in pharmacy education

2021 ◽  
pp. 759-770
Author(s):  
Heidus Renzo G. Palomares ◽  
Precious Pauline M. Pantoja ◽  
Kristefanie E. Pascua ◽  
Alyanna Lou D. Pfleider ◽  
Andrea Nicole T. Polintan ◽  
...  
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Pharmacy Education ◽  
Online Classes ◽  
Online Teaching And Learning ◽  
The University ◽  
Virtual Mode

Objective: The COVID-19 pandemic has shifted the academic environment into distance learning. In the University of Santo Tomas (UST) Faculty of Pharmacy, an Enriched Virtual Mode of Learning was used to deliver the online teaching and learning process. This study aimed to determine the influences that online learning had on the standard of pharmacy education. Methods: A qualitative case study research design was utilised and gathered the perspectives of eight UST pharmacy professors. Results: During thematic analysis, several themes were identified which were rooted in the ten key components of online learning. Conclusions: The study concluded that online learning had more negative influences than positive influences on pharmacy education. Regarding pharmacy courses, the Quality Control, Microbiology, and Public Health clusters were identified as the most difficult to teach online while the Biochemistry and Pharmacognosy clusters were the least. Recommended adjustments to improve learning outcomes focused on enhanced review methods during the course audit.

scholarly journals A pedagogy of care: PGCE students’ experiences of online learning during Covid-19

2020 ◽  
Vol 8 (2) ◽  
Author(s):  
Jennifer Feldman ◽  
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Education Programme ◽  
Good Care ◽  
Care Needs ◽  
Online Teaching And Learning ◽  
Graduate Certificate ◽  
The University

The article discusses the online teaching and learning experiences of university students during the recent countrywide lockdown and higher education institutional shutdown due to the Covid-19 pandemic. Drawing on philosopher Joan Tronto’s phases of care and associated moral elements, the article reports on survey data from a large cohort of students in the Post Graduate Certificate of Education programme at Stellenbosch University and seeks to analyse the students’ care needs and experiences of care during this period. The aim of the article discussion is not to answer the question whether the university institution offered the students good care during the campus shutdown and remote teaching and learning, but rather to understand the experiences of the students of online teaching and learning during this time.

Strategies for Sharing the TeMoTe

2011 ◽  
pp. 153-163
Author(s):  
Richard Caladine ◽  
Brian Yecies
Keyword(s):  
Online Learning ◽  
Group Work ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Collaboration ◽  
Web Pages ◽  
Computer Supported Collaborative Learning ◽  
Face To Face ◽  
E Learning ◽  
The University

Online learning or e-learning has had an impact on the way many institutions around the world provide opportunities for learning. For the past five years, the University of Wollongong, like many others, has taken a blended approach to online learning. Blended learning combines face-to-face and online learning. In the online component, learners interact with Web pages and online resources under the umbrella of a course management system (CMS). While the CMS has been highly successful, there are some online teaching and learning functions that could not be easily undertaken. These involve group work, and it was believed that an online system that fostered cooperation, collaboration, social and active learning would provide opportunities for deep learning (Ramsden, 1992). For some time many researchers have sought a solution for online collaboration or group work that moved beyond text-based discussions. The work by others in the area of Computer-Supported Collaborative Learning (CSCL) has provided insightful theoretical contributions (Crawley, 2003; Jefferies, 2002; Paavola, Lipponen, & Hakkarainen, 2002). To explore CSCL, the University of Wollongong funded an initiative that proved the concept of online collaboration through the use of database-driven Web pages. The initiative was called CUPID.

scholarly journals Students' Perceptions of Online Learning and Teaching during COVID-19 pandemic: An Empirical Study in Selected University in Sri Lanka

2021 ◽  
pp. 50-57
Author(s):  
Shamini Howshigan ◽  
Thevanes Nadesan
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Undergraduate Students ◽  
Education System ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Questionnaire ◽  
Online Teaching And Learning ◽  
Higher Education System ◽  
Face To Face

The dramatic transition to online pedagogy in education, as a consequence of COVID19 has shownseveral inequalities and challenges and advantages in education. The epidemic of COVID-19 profoundly changed the global higher education system in 2020, and the crisis has accelerated innovation in the education sector. Anyhow, whatever the situation, high academic standards are required for a university to produce high-quality teaching outputs and graduates, and it should ensure continuously. With this intention, this study conducted to assess the efficacy of online teaching and learning during the COVID-19 pandemic, focusing on the perceptions of undergraduate students from the Selected university.A validated online questionnaire is used among the 171 students from the selected university. The primary goal of this paper is to analyse how the education system adapts to online teaching and learning, identify the preferred mode of study by the students in between face to face interaction and online learning, and identify the advantages and challenges faced by the students in online learning. The paper also aims to make recommendations for improving online teaching and learning through the use of online. The study's findings show that, even though the students are satisfied with the existing online teaching and learning in selected university, they prefer face to face learning than online learning. The study strongly recommends that improving the quality of the online education system and striving to solve students' issues in terms of online learning is required to maintain the standard in education. The study's findings shed light on government and non-government educational institutions, academics, and policymakers to enhance online education and maintain the education standard.

scholarly journals Going virtual, staying face-to-face: trajectory of ELT classes during the pandemic

2021 ◽  
pp. 49-61
Author(s):  
Daniel A. Nkemleke
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Virtual Classrooms ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Hard Time ◽  
Teachers And Students ◽  
Teaching Learning ◽  
The University

COVID-19 caught everyone by surprise, and even the most advanced higher education institutions around the world probably had challenges moving from Face-to-Face (F2F) to online teaching and learning. For Cameroon, where internet connectivity is still very low, both teachers and students have had a hard time switching to virtual classrooms. This chapter discusses the challenges they have faced in navigating this trajectory in the department of English at the Ecole Normale Supérieure (ENS) of the University of Yaoundé 1 (UYI) during the period of lockdown. Based on the experience of 14 teachers who grappled with 14 online courses and F2F mode, the study concludes that due to students’ inability to access the internet with ease, any online teaching/learning at ENS has to be largely complemented with F2F activities.

Nigerian Law Students’ Perception of Online Teaching: Appraisal of COVID-19-imposed Online Classes

2021 ◽  
pp. 232200582110619
Author(s):  
Afolasade A. Adewumi ◽  
Oluyomi Susan Pitan
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Legal Education ◽  
Regulatory Body ◽  
Classroom Setting ◽  
Online Classes ◽  
Online Teaching And Learning ◽  
Face To Face

The Council of Legal Education, which is the regulatory body for the legal profession in Nigeria, has made it clear over the years that the training of lawyers cannot be adequately carried out through correspondence or distance learning, which can be interpreted as online learning or remote learning. As a response to the COVID-19 pandemic lockdown, various online teaching and learning methods were adopted by educational institutions all over the world, to ensure the continuity of the learning process, truncated by the pandemic. This study, carried out through a multidisciplinary approach, is an assessment of the perception of students on the level of effectiveness of COVID-19-imposed online teaching and learning, especially, in comparison with the traditional classroom setting among legal education students in Nigeria. From the study, it was observed that students perceived the online learning method to be more effective than the traditional face-to-face method of delivery but were less focused during the online classes as compared to physical classes. Furthermore, many of the students opined that online classes should be discontinued after the lockdown. Despite students’ distractions during online learning, there is a need to recognize that online learning is a panacea for the crisis at hand (the COVID-19 pandemic), and for as long as it lasts, there may not be a complete return to the physical classroom setting. The study suggests ways of minimizing the challenges that students who do not find online learning effective face with its use, while also calling on the Council of Legal Education to revisit its stance towards the adoption of online learning as a suitable teaching method to be incorporated into legal education.

scholarly journals Online Teaching during COVID-19 Pandemic: Teachers’ Experiences from a Chinese University

2022 ◽  
Vol 14 (1) ◽  
pp. 568
Author(s):  
Samson Maekele Tsegay ◽  
Muhammad Azeem Ashraf ◽  
Shahnaz Perveen ◽  
Mulugeta Zemuy Zegergish
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Structured Interviews ◽  
Online Teaching And Learning ◽  
Student Centered ◽  
University Teachers ◽  
Pedagogical Training ◽  
Chinese University ◽  
The University

This paper explores the experiences of Chinese university teachers during the COVID-19 pandemic, with a particular emphasis on the teaching and learning methods adopted and the benefits and challenges encountered in the process. It is based on semi-structured interviews with 13 Chinese university teachers selected through purposive sampling. The findings suggest that the COVID-19 pandemic forced the university and teachers to adopt online teaching and learning without necessary preparations. Most of the teachers had no adequate ICT and pedagogical training to engage in online teaching and learning. The teachers used the little knowledge they had to learn creating videos and managing online classes gradually. In addition to the flexibility benefits, online learning is expected to transform the teaching and learning process in China to become more interactive and student-centered, which would be a significant achievement for teachers who have been practicing traditional teaching methods. This research provides a better understanding of the benefits and challenges of online learning, which could be vital for future adjustments or educational reforms.

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