scholarly journals Comparing Pre- and Intra-Covid-19 students’ perception of the digitalization of higher education institutions

2021 ◽  
Author(s):  
Henning Brink ◽  
Sven Packmohr
Keyword(s):  
Higher Education ◽  
Digital Media ◽  
Social Distance ◽  
Higher Education Institutions ◽  
Learning Experience ◽  
Global Pandemic ◽  
Learning Success ◽  
Students Attitudes ◽  
One Year ◽  
Digital Assets

Higher education institutions (HEIs) are significantly progressing, especially to external affordances caused by Covid-19. Digital assets are an opportunity during the pandemic to secure social distance and enhance the students’ learning experience at the same time. Also, student administration might benefit from new digitally-enhanced opportunities. There is no uniform procedure for the use of digital media in teaching and student services. Thus, HEIs need to ascertain students’ attitudes toward the technologies used. To compare attitudes before and during the pandemic, we surveyed students about their perceptions. The first round of surveys was completed in a blended learning setting in fall 2019 before the global pandemic of Covid-19. The second round was conducted in an online learning setting in February 2021 after nearly one year of higher education under Covid-19. Our results show that students’ perceptions toward digitalization at HEIs differ in many aspects due to the Covid-19 pandemic. Students during the pandemic are more critical of the effects on their learning success. The study indicates that the adoption has taken place more quickly in the area of services. Still, teaching concepts and the learning culture lag behind.

scholarly journals The digitalization of universities from a students’ perspective

2020 ◽  
Author(s):  
Henning Brink ◽  
Sven Packmohr ◽  
Kristin Vogelsang
Keyword(s):  
Higher Education ◽  
Digital Media ◽  
Structural Changes ◽  
Service Providers ◽  
Learning Experience ◽  
Educational Service ◽  
University Management ◽  
Students Attitudes ◽  
The University ◽  
Digital Assets

The digitalization of higher education institutions is progressing significantly. Though the use of digital assets enhances the students’ learning experience and offers new opportunities for administration, there are no uniform standards for the use of digital media in teaching and student services. As educational service providers, universities are dependent on students being able to cope with the structures offered. Thus it is essential to ascertain students’ attitudes of the technologies used. We asked students from three blended learning courses about their perceptions. We further asked the students what should be done and by whom. Our results show that students see structural changes occurring not only in themselves but also at the level of the university management. Our research contributes to the actual discussion about the digitalization of higher education by offering suggestions for development from a students’ view. The results are valuable for lecturers and faculty managers who want to advance the digitalization of services and learning.

scholarly journals Is Information Technology boosting Creativity in Higher Education Institutions during Covid-19?

2021 ◽  
Vol 7 (1) ◽  
pp. 204-211
Author(s):  
Mirela Mabić ◽  
Dražena Gašpar ◽  
Vanja Šimićević
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Research Question ◽  
Online Classes ◽  
Creative Commons ◽  
Global Pandemic ◽  
Online Lectures ◽  
Teachers And Students ◽  
One Year ◽  
The University

The global pandemic of the virus COVID-19 dramatically has impacted Higher Education Institutions (HEIs) in Bosnia and Herzegovina and worldwide. HEIs were forced to switch overnight to online lectures and exams without almost any teachers' and students' preparation and education. After one year of online classes at the University of Mostar (SUM), whether that kind of teaching impacts creativity. In order to find the answer to the research question, the authors used a questionnaire they developed and applied in 2015 to investigate students' perceptions about creativity at the University of Mostar. The research presented in this paper is limited to SUM students who have had online classes since March 2020. The primary research goal is to investigate whether there are any significant changes in students' perceptions of creativity compared to research from 2015. Namely, the authors investigate whether the enhanced use of IT and online platforms (Google Meet, SUMARUM – the University of Mostar’s variant of Moodle) affected students' creativity. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

scholarly journals Graduate Students’ Experience and Academic Achievements with Online Learning during COVID-19 Pandemic

2021 ◽  
Vol 13 (23) ◽  
pp. 13055
Author(s):  
Halima Ahmed Omar ◽  
Eqlima Mohamad Ali ◽  
Shashidhar Belbase
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Online Learning ◽  
Distance Learning ◽  
Graduate Students ◽  
United Arab Emirates ◽  
Higher Education Institutions ◽  
Learning Experience ◽  
Graduate Studies ◽  
Online Distance Learning

Higher education institutions in the United Arab Emirates (UAE) adopted a distance/online learning approach during the COVID-19 pandemic in order to ensure that students were safe while they received an uninterrupted, high-quality education off-campus. This was the first time that all of the higher education institutions adopted this approach. Therefore, it is crucial to conduct this study to gain insight into graduate students’ experiences in distance learning and to verify whether these experiences are linked to their achievements. The purpose of this study was to examine graduate students’ experiences toward online and distance learning during the COVID-19 pandemic in the academic year 2020–2021 and their academic achievement. A questionnaire was developed for this study and sent online to graduate students’ emails with the coordination of the College of Graduate Studies at a higher education institution in the UAE. The study received 138 responses. The data was analyzed using IBMSPSS-26. The findings of the study showed that graduate students’ level of Engagement, ease of Communication, and quality of learning Experience with online/distance learning were related significantly to their overall academic achievement.

Do learning organizations learn? Higher education institutions and pandemic response strategies

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Michael T. Miller
Keyword(s):  
Higher Education ◽  
Organizational Behavior ◽  
Structural Changes ◽  
Higher Education Institutions ◽  
Well Being ◽  
Content Type ◽  
Institutional Leadership ◽  
Response Strategies ◽  
Global Pandemic ◽  
The Usa

Purpose This study was designed to address the problem of how higher education institutions, as organizations designed to promote learning, responded to the COVID pandemic and the suspension of in-person instruction. The purpose of this paper was specifically to explore how institutions go about learning from the pandemic to better prepare themselves for the future that they will face. Design/methodology/approach A researcher-developed survey instrument was distributed electronically to 300 faculty leaders at randomly selected universities in the USA. With three follow-up e-mail requests, the survey had a 31% usable response rate. Findings Survey results indicated that institutional leadership did not make strong use of shared governance in responding to the COVID pandemic in creating operational response strategies. Further, institutions did not alter their policies or make structural changes to be more adept in facing the challenges of a global pandemic and its impact on the financial well-being of the institutions. Although institutions did make changes to their attitudes about students, these were not developmental changes but rather behavioral modification expectations. Originality/value This study drew upon data collected after the first three months of the global COVID pandemic, providing an important first-look at organizational behavior in response to a largely unplanned global event.

Becoming Interculturally Adaptable

2020 ◽  
pp. 45-68
Author(s):  
Xiaofei Rao ◽  
Kristin Kew ◽  
Anita Hernández
Keyword(s):  
Higher Education ◽  
International Student ◽  
Higher Education Institutions ◽  
Learning Experience ◽  
Culture Shock ◽  
Chinese Students ◽  
Intercultural Experience ◽  
University Life ◽  
Intercultural Adaptation ◽  
Related Stress

The prevailing picture of intercultural adaptation among international student sojourners features a reified process of overcoming culture shock or culture-related stress and anxiety. In the context of increasing recruitment of Chinese students by German higher education institutions, there has been a growing interest in understanding Chinese students' intercultural adaptation experiences, and in exploring approaches that can be adopted by Chinese and German higher education to support these sojourners' learning experience. Drawing on a six-month mixed-methods study of 84 Chinese students attending German universities, researchers explored their intercultural experience regarding psychological, sociocultural, and educational aspects to university life. The challenges faced by these students are discussed in terms of psychological, sociocultural, and educational adaptations.

scholarly journals Global mobility in music higher education: Reflections on how intercultural music-making can enhance students’ musical practices and identities

2020 ◽  
Vol 38 (2) ◽  
pp. 161-176 ◽  
Author(s):  
Brydie-Leigh Bartleet ◽  
Catherine Grant ◽  
Charulatha Mani ◽  
Vanessa Tomlinson
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Learning Experience ◽  
Learning Experiences ◽  
International Study ◽  
Asia Pacific ◽  
Music Making ◽  
Global Mobility ◽  
Musical Practices ◽  
Intercultural Music

Music higher education institutions are increasingly recognising the educational value of intercultural learning experiences. Delivering such learning experiences in a way that provides music students with a rich cultural and musical learning experience, rather than a superficial one, can be a challenging task, particularly in the case of short-term ‘mobility’ or ‘study-abroad’ programmes. This article explores ways to address this challenge by reflecting on student learnings from a suite of international study experiences, or ‘global mobility programmes’, at one Australian tertiary music institution, run in collaboration with community partners, universities and nongovernmental organisations in the Asia Pacific. Focusing on how intercultural music-making in the context can enhance students’ musical practices and identities, we first outline the sociocultural contexts of our music global mobility programmes in Cambodia, China and India, and explore the different modes of music-making these experiences afforded. We then draw on Coessens’ ‘web of artistic practice’ to explore site-specific examples of the ways in which global mobility programmes can enhance students’ musical practices and identities. These findings hold particular relevance for music educators and higher education institutions in justifying, designing and carrying out such intercultural experiences to maximise student learning and success.

scholarly journals Exploring Opportunities and Challenges of Artificial Intelligence and Machine Learning in Higher Education Institutions

2021 ◽  
Vol 13 (18) ◽  
pp. 10424
Author(s):  
Valentin Kuleto ◽  
Milena Ilić ◽  
Mihail Dumangiu ◽  
Marko Ranković ◽  
Oliva M. D. Martins ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Higher Education ◽  
Machine Learning ◽  
Information Technologies ◽  
Higher Education Institutions ◽  
Common Knowledge ◽  
Educational Process ◽  
Research Survey ◽  
Students Attitudes ◽  
Commercial Sources

The way people travel, organise their time, and acquire information has changed due to information technologies. Artificial intelligence (AI) and machine learning (ML) are mechanisms that evolved from data management and developing processes. Incorporating these mechanisms into business is a trend many different industries, including education, have identified as game-changers. As a result, education platforms and applications are more closely aligned with learners’ needs and knowledge, making the educational process more efficient. Therefore, AI and ML have great potential in e-learning and higher education institutions (HEI). Thus, the article aims to determine its potential and use areas in higher education based on secondary research and document analysis (literature review), content analysis, and primary research (survey). As referent points for this research, multiple academic, scientific, and commercial sources were used to obtain a broader picture of the research subject. Furthermore, the survey was implemented among students in the Republic of Serbia, with 103 respondents to generate data and information on how much knowledge of AI and ML is held by the student population, mainly to understand both opportunities and challenges involved in AI and ML in HEI. The study addresses critical issues, like common knowledge and stance of research bases regarding AI and ML in HEI; best practices regarding usage of AI and ML in HEI; students’ knowledge of AI and ML; and students’ attitudes regarding AI and ML opportunities and challenges in HEI. In statistical considerations, aiming to evaluate if the indicators were considered reflexive and, in this case, belong to the same theoretical dimension, the Correlation Matrix was presented, followed by the Composite Reliability. Finally, the results were evaluated by regression analysis. The results indicated that AI and ML are essential technologies that enhance learning, primarily through students’ skills, collaborative learning in HEI, and an accessible research environment.

scholarly journals Face-to-Face and Online Instructional Delivery Formats: a Mixed-Methods Study of Teacher Self-Efficacy in Higher Education

2020 ◽  
Vol 12 (4) ◽  
pp. 163
Author(s):  
Colin William Campbell
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Mixed Methods ◽  
Self Efficacy ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Learning Experience ◽  
Instructional Delivery ◽  
Mixed Methods Study ◽  
Face To Face

The COVID-19 pandemic forced higher education institutions in South Korea to administer Spring 2020 semesters online. This mixed-methods study examined instructor/professor competence for the instructional delivery formats of Face-to-Face and online teaching. Quantitatively, the researcher measured teacher competence for Face-to-Face and online instruction by measuring the Teacher Self-Efficacy levels of non-Korean instructors/professors in South Korean higher education institutions. The qualitative questions assessed the advantages and drawbacks of each instructional delivery format. Findings indicate that instructors/professors are significantly more effective teaching Face-to-Face courses than online courses. However, instructors/professors with online learning experience were significantly more effective teaching online courses than those without online learning experience. It is recommended that all instructors/professors engage in professional development geared towards equipping educators with the tools needed to succeed in the online education environment.

scholarly journals Global Higher Education: Examining Response to the COVID-19 Pandemic Using Agility and Adaptability

2021 ◽  
Vol 5 (1) ◽  
pp. 10
Author(s):  
Thomas J. McCormack ◽  
Pamela A. Lemoine ◽  
Robert E. Waller ◽  
Michael D. Richardson
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Global Pandemic ◽  
Education Leaders ◽  
Higher Education Leaders

Global higher education institutions are significantly impacted by a key component of chaos during challenging times: the ability to effectively respond to ambiguity and uncertainty. Today’s COVID-19 global pandemic created a challenge so quickly that higher education leaders had little opportunity to assess, evaluate and make informed judgments. The dynamics of the situation presented more complexities than ever previously faced. Global higher education institutions with the ability to manage ambiguity and uncertainty can successfully survive. Conversely, the inability to cope with change could lead to failure. 

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