scholarly journals EFFECTS OF THE COVID-19 PANDEMIC ON UNIVERSITY PEDAGOGY: STUDENTS' EXPERIENCES AND CONSIDERATIONS

2020 ◽  
Vol 7 (8) ◽  
Author(s):  
Katerina Kedraka ◽  
Christos Kaltsidis
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Social Interaction ◽  
Teaching Experience ◽  
Digital Tools ◽  
Learning And Teaching ◽  
Face To Face ◽  
Digital Infrastructure ◽  
Enhanced Learning

<p>Due to the coronavirus crisis, universities worldwide have faced sudden pressure to change from face-to-face delivery of courses to digitally enhanced teaching for distance learning. We present a small case study of 75 students from the Department of Molecular Biology and Genetics of the Democritus University of Thrace, Greece on their experiences of the transition from face-to-face to distance learning during this crisis. We used a questionnaire with closed-ended and open-ended questions to record the students’ “fresh” experience of their new educational reality. Students consider distance learning to be interesting, modern, adequate, and convenient, but not able to replace their experience of social interaction with fellow students and teachers. They continue to express worries about lessons, examinations, and laboratory work, which may be due to the specific and high demands of the biosciences. This crisis is an opportunity for universities to improve the use of digital tools for an enhanced learning and teaching experience. This should be supported by investment in digital infrastructure for improving distance learning in higher education.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0622/a.php" alt="Hit counter" /></p>

scholarly journals Gather.town: An opportunity for self-paced learning in a synchronous, distance-learning environment

2021 ◽  
Vol 14 (2) ◽  
Author(s):  
Colin Derek McClure ◽  
Paul N Williams
Keyword(s):  
Data Analysis ◽  
Distance Learning ◽  
Teaching Experience ◽  
Learning Approaches ◽  
Learning Context ◽  
Online Systems ◽  
Face To Face ◽  
Key Skills ◽  
Limited Opportunity

The COVID-19 pandemic has forced Higher Education to adopt distance-learning approaches in traditionally face-to-face and practical-based fields such as the Health and Life sciences. Such an abrupt change to distance-learning contexts brings a variety of challenges to student learning communities, and ensuring key skills are effectively transferred. Chief among these is the limited opportunity students have to discuss their individual needs with their educators and peers in a synchronous manner. Proximity-based video-conferencing platforms such as gather.town can offer a unique opportunity for learners to interact with educators as well as pre-developed materials in a self-paced manner to tailor the teaching experience, and develop these relationships in a distance-learning context. In this case study the concepts of statistical analysis and the use of the data analysis software R is introduced to 38 University students using the online platform gather.town. With the use of private spaces, pre-recorded videos, and demonstrators, students are trained in both the concepts and practical skills to undertake data analysis in a self-paced manner. Both students and demonstrators provide their opinions on the effectiveness of the platform, and identify its benefits, preferring it to alternative online systems such as MS Teams for their educational sessions.

Distributed Learning Spaces

2012 ◽  
pp. 1-20 ◽  
Author(s):  
Mike Keppell ◽  
Matthew Riddle
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Student Experience ◽  
Distributed Learning ◽  
Teaching Experience ◽  
Learning Spaces ◽  
Diverse Range ◽  
Learning And Teaching ◽  
Personal Learning ◽  
Face To Face

This chapter examines distributed and personal learning spaces across the spectrum of physical, blended and virtual learning spaces in the higher education context. We suggest that higher education is no longer defined by tangible boundaries of a ‘physical campus’ but by the entire student experience, whether that involves negotiating the physical corridors of the campus, attending face-to-face classes, participating in fully online courses or a blend of both face-to-face and online courses. In addition the student experience may also involve connecting to virtual environments from home, a local cafe, on the train or participating in professional practice hundreds of kilometers from the physical campus. This chapter attempts to account for the diverse range of spaces that are enriching the learning and teaching experience for both academics and students and suggests the need to recognise the changing nature of learning spaces in higher education.

scholarly journals A usability evaluation of a blended MOOC environment: An experimental case study

2015 ◽  
Vol 16 (2) ◽  
Author(s):  
Ahmed Mohamed Fahmy Yousef ◽  
Mohamed Amine Chatti ◽  
Ulrik Schroeder ◽  
Marold Wosnitza
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Online Courses ◽  
Usability Evaluation ◽  
Technology Enhanced Learning ◽  
Face To Face ◽  
Stakeholder Perspectives ◽  
Evaluation Approach ◽  
Enhanced Learning

<p>In the past few years, there has been an increasing interest in Massive Open Online Courses (MOOCs) as a new form of Technology-Enhanced Learning (TEL), in higher education and beyond. Recognizing the limitations of standalone MOOCs, blended MOOCs (bMOOCs) that aim at bringing in-class (i.e. face-to-face) interactions and online learning components together have emerged as an alternative MOOC model of teaching and learning in a higher education context. In this paper, we present the design, implementation, and evaluation details of a bMOOC course on “Teaching Methodologies” at Fayoum University, Egypt in cooperation with RWTH Aachen University, Germany, provided using the bMOOC platform L2P-bMOOC. In order to gauge the usability and effectiveness of the course, we employed an evaluation approach based on Conole’s 12 dimensions rubrics, ISONORM 9241/110-S as a general usability evaluation, and a custom effectiveness questionnaire reflecting the different MOOC stakeholder perspectives.</p>

scholarly journals How Did the COVID-19 Pandemic Affect Higher Education Learning Experience? An Empirical Investigation of Learners’ Academic Performance at a University in a Developing Country

2021 ◽  
Vol 2021 ◽  
pp. 1-10
Author(s):  
Ghada Refaat El Said
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Global Education ◽  
Learning Experience ◽  
Teaching Experience ◽  
Future Application ◽  
Face To Face ◽  
Significant Difference ◽  
Online Distance Learning ◽  
Online Distance

COVID-19 has dramatically reshaped the way global education is delivered. Millions of learners were affected by educational institution closures due to the pandemic, which resulted in the largest online movement in the history of education. With this sudden shift away from classrooms in many parts of the globe, universities had to rapidly shift to virtual and digital strategies. Many believe that the adoption of online distance learning will persist after pandemic. A new hybrid model of education is expected to emerge, and, given the digital divide, new shifts in education approaches could widen equality gaps. This is one of the first empirical studies investigating the effect of the sudden shift from face-to-face to online distance learning due to COVID-19 lockdown at one of the universities in Egypt. Comparison of grades was made between 376 business students who completed a face-to-face course in spring 2019 and 372 students who completed the same course but fully online via distance learning mode in spring 2020 during the lockdown. T-test was conducted to compare grades of quizzes, course work, and final exam for the two groups. Chi-square test was used to compare grade distribution for both groups. The effect of gender, credit hours, age, and CGPA was assessed. The results suggested that there was no statistically significant difference in students’ grades. In addition, the unplanned and rapid move to online distance learning at the time of pandemic did not result in a poor learning experience as was expected. The study also included a survey of 435 students and interviews with a sample of professors about their learning and teaching experience during the lockdown. The results of this study provide specific recommendations for universities, instructors, and higher education portal designers about future application of online distance learning. Since Egypt decided to make the shift to online distant learning in all future higher education plans, the results of this research would be especially vital for universities in Egypt and other developing countries. If administered correctly, this shift could lead to a larger learner population, more cost efficiencies, and more university revenue.

scholarly journals An Evaluation of the Impact of “Learning Design” on the Distance Learning and Teaching Experience

2017 ◽  
Vol 18 (5) ◽  
Author(s):  
Grace Clifton
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Learning Experience ◽  
Teaching Experience ◽  
Lessons Learned ◽  
Curriculum Planning ◽  
Learning Design ◽  
Quality Assurance Agency ◽  
Learning And Teaching ◽  
The Impact

<p class="3">This paper evaluates the implementation of Learning Design on the production of a core FHEQ level 6 (QAA, 2008)<a title="" href="#_ftn1">[1]</a> unit of study at a UK distance learning institution.  By comparing student (n=656) and tutor (n=42) survey data with questionnaire responses (n=9) from the unit of study’s core production team, this paper assesses the impact of incorporating the Open University Learning Design Initiative (OULDI) methodology into curriculum production by looking specifically at barriers and facilitators in the application of Learning Design and its impact on module development, delivery, and the resulting student and tutor learning experience.  With a focus on developing and embedding Learning Design into the curriculum planning and production process, the paper explores how lessons learned from this experience have helped to guide and inform the future implementation of Learning Design into module and qualification level frameworks. </p><div><br clear="all" /><hr align="left" size="1" width="33%" /><div><p><a title="" href="#_ftnref1">[1]</a> Frameworks for Higher Education Qualifications in England, Wales and Northern Ireland, produced by the Quality Assurance Agency for Higher Education (2008) – this framework provides a reference point for all Higher Education providers for the setting and assessing of academic standards.</p></div></div>

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.

Active Learning Online

2022 ◽  
Vol 12 (1) ◽  
pp. 1-13
Author(s):  
Viktor Wang ◽  
Leslie Hitch ◽  
Geraldine Torrisi-Steele
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Learning Experience ◽  
Thinking Skills ◽  
Strategic Learning ◽  
Learning And Teaching ◽  
Face To Face ◽  
Current Century ◽  
Teaching Goal ◽  
Current Article

Preparing graduates for the present and future workforce is an important strategic learning and teaching goal of higher education. Towards realizing this goal, institutions are expending significant effort promoting active learning as an institution-wide teaching approach. Active learning defined as learners deeply participating in the learning process are being increasingly used in face-to-face contexts, but can it be used just as effectively in the online environments now common in higher education? In their 2017 paper, the authors established that active learning online is certainly possible. In this current article the authors assert that not only is active learning online possible, but that it is a necessity to bolster workforce and higher order thinking skills needed in this current century. Importantly, the faculties have a crucial role to play in implementing active learning online, and active learning online permeate the whole of the online learning experience within courses.

scholarly journals The Hybridisation of Conventional Higher Education: UK Perspective

2002 ◽  
Vol 2 (2) ◽  
Author(s):  
Roger Lewis
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Distance Learning ◽  
Full Time ◽  
Open Learning ◽  
Tertiary Sector ◽  
Face To Face ◽  
The United Kingdom ◽  
Part Time ◽  
Radical Approach

Before the creation of the United Kingdom Open University (UKOU) - its Charter was given in 1969 and the first students were admitted in 1971 - the full-time residential model of higher education was pervasive, with part-time and distance modes of study seen as separate and inferior. The UKOU demonstrated the effectiveness of distance learning but also, because of its success, in some ways inhibited change in the mainstream tertiary sector. As social and political pressures on the sector grew, higher education providers were forced to innovate and models of “open learning” offered ways forward. As a result, the distinction between “distance” and “face-to-face” delivery rapidly eroded during the 1990s. However, barriers still remain to a more radical approach to provision as a whole.

scholarly journals Cross-cultural effects of COVID-19 on higher education learning and teaching practice: A case study from Greece

2021 ◽  
Vol 18 (5) ◽  
pp. 73-89
Author(s):  
Margarita Kefalaki ◽  
◽  
Michael Nevradakis ◽  
Qing Li ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Cross Cultural ◽  
Education Students ◽  
Learning And Teaching ◽  
Cultural Effects ◽  
Global Pandemic

COVID-19 has greatly impacted all aspects of our everyday lives. A global pandemic of this magnitude, even as we now emerge from strict measures such as lockdowns and await the potential for a ‘new tomorrow’ with the arrival of vaccines, will certainly have long-lasting consequences. We will have to adapt and learn to live in a different way. Accordingly, teaching and learning have also been greatly impacted. Changes to academic curricula have had tremendous cross-cultural effects on higher education students. This study will investigate, by way of focus groups comprised of students studying at Greek universities during the pandemic, the cross-cultural effects that this ‘global experience’ has had on higher education, and particularly on students in Greek universities. The data collection tools are interviews and observations gathered from focus groups.

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