A Qualitative Assessment About Emergency Remote Teaching (ERT): A Case Study in Higher Education

2021 ◽  
Author(s):  
Kevin Fuchs ◽  
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Undergraduate Students ◽  
Rural Areas ◽  
New Technologies ◽  
Qualitative Assessment ◽  
First Year Students ◽  
Online Distance Education ◽  
Internet Connections ◽  
Online Distance

ABSTRACT Online education, in its various modes, has been growing steadily worldwide due to the influence of new technologies, global adoption of the Internet, and intensifying demand for a workforce trained periodically for the ever-evolving digital economy. Well-planned online learning experiences are meaningfully different from courses offered online in response to a crisis or disaster. Higher education institutions working to maintain instruction during the COVID-19 pandemic should understand those differences when evaluating emergency remote teaching (ERT). Online distance education involves more than just uploading educational content; instead, it is a learning process that provides learners with support, responsibility, flexibility, and choice. Henceforth, the research aimed to examine undergraduate students’ (n=238) perceptions about their preferred mode of learning during COVID-19. The paper identified a significant reluctance towards emergency remote teaching from first-year students. The paper also qualitatively investigated the underlying reasons through thematic analysis. The themed findings were (1) lack of social interactions, (2) difficulties staying engaged while studying from home, and (3) technological boundaries related to the students’ Internet connections in rural areas. The paper concludes with recommendations that aim to provide institutions and educations with practical guidance on how to tackle the outlined issues. KEYWORDS: Online Education, Emergency Remote Teaching, COVID-19, Higher Education

Advances in Tourism Education: A Qualitative Inquiry about Emergency Remote Teaching in Higher Education

2021 ◽  
Vol 12 (2) ◽  
pp. 538
Author(s):  
Kevin FUCHS
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Undergraduate Students ◽  
Rural Areas ◽  
New Technologies ◽  
Qualitative Inquiry ◽  
First Year Students ◽  
Online Distance Education ◽  
Internet Connections ◽  
Online Distance

Online education, in its various modes, has been growing steadily worldwide due to the influence of new technologies, global adoption of the Internet, and intensifying demand for a workforce trained periodically for the ever-evolving digital economy. Well-planned online learning experiences are meaningfully different from courses offered online in response to a crisis or disaster. Higher education institutions working to maintain instruction during the COVID-19 pandemic should understand those differences when evaluating emergency remote teaching (ERT). Online distance education involves more than just uploading educational content; instead, it is a learning process that provides learners with support, responsibility, flexibility, and choice. Henceforth, the research aimed to examine undergraduate students’ (n=238) perceptions about their preferred mode of learning during COVID-19. The paper identified a significant reluctance towards emergency remote teaching from first-year students. The paper also qualitatively investigated the underlying reasons through thematic analysis. The themed findings were (1) lack of social interactions, (2) difficulties staying engaged while studying from home, and (3) technological boundaries related to the students’ Internet connections in rural areas. The paper concludes with recommendations that aim to provide institutions and educations with practical guidance on how to tackle the outlined issues.

scholarly journals Online College Education For Computer-Savvy Students: A Study Of Perceptions And Needs

2009 ◽  
Vol 6 (6) ◽  
Author(s):  
Belal A. Kaifi ◽  
Bahaudin G. Mujtaba ◽  
Albert A. Williams
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Education ◽  
Undergraduate Students ◽  
New Technologies ◽  
Online Courses ◽  
College Education ◽  
Demographic Variables ◽  
High Demand ◽  
Current Technology

With new technologies and cyberspace-literate students, distance education has been in high demand and more schools are getting into online education. As such, understanding the needs of current and prospective learners has become especially important for success in the new millennium. Based on the learners’ needs and current technology status, this study provides a review on the feasibility of online education for modern students in a developed nation. Based on the survey of 203 undergraduate students, this research provides an assessment of their views, needs, and wants for the feasibility of offering online courses and programs. Such demographic variables as gender, ethnicity and education demonstrated statistically significant results. Recommendations are provided for administrators to enhance their online offerings as a result of the feedback from students. The document further explores online education, online operation, and other such variables that impact the success of students in higher education. 

scholarly journals Surviving but not thriving: Comparing primary, vocational and higher education teachers’ experiences during the COVID-19 lockdown

2021 ◽  
Author(s):  
Helena Kovacs ◽  
Caroline Pulfrey ◽  
Emilie-Charlotte Monnier
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Education ◽  
Teaching Practice ◽  
Two Dimensions ◽  
Digital Tools ◽  
Educational Levels ◽  
Online Distance Education ◽  
Depth Analysis ◽  
Online Distance

AbstractIn this paper we examine the impacts of the global pandemic in 2020 on different levels of education system, particularly looking at the changes in teaching practice. The health emergency caused closure of schools, and online distance education became a temporary solution, creating discomfort for many teachers for whom this was the first time engaged with online education. In our research we investigated two important dimensions, namely, how technology was used and what the newfound distance meant in terms of the teacher-student relationship. The article offers insights into experiences of teaching from lockdown reported by 41 teachers at primary, vocational and higher education level in the region of Vaud, Switzerland. This comparative qualitative research has provided an opportunity for an in-depth analysis of the main similarities and differences at three distinctly different educational levels and a possibility to learn more about common coping practices in teaching. The study gives a contribution to a lack of comparative studies of teacher experiences at different educational levels. Results show two dimensions in handling the lockdown crisis: mastering the digital tools and the importance of student–teacher interaction. Whilst the interviewed teachers largely overcame the challenges of mastering digital tools, optimizing the quality interaction and ensuring the transactional presence online remained a problem. This indicates the importance of the social aspect in education at all levels, and implies that teacher support needs to expand beyond technical pedagogical knowledge of online distance education.

Tempus Demed project and operational solutions for online distance education

CADMO ◽  
2012 ◽  
pp. 21-37
Author(s):  
Antonella Poce ◽  
Francesca Corradi
Keyword(s):  
Higher Education ◽  
Reference Area ◽  
Present Contribution ◽  
Online Distance Education ◽  
Funding Programme ◽  
Close Cooperation ◽  
Online Distance ◽  
Definition Of ◽  
Online Seminar

Lps-Diped - Universitŕ Roma Tre chaired the Tempus Demed - Development of Master Study Programmes in Education (2009-2011) - project. The project's main objective was the renovation of the Masters courses in Education in certain Balkan countries (Macedonia, Albania e Kosovo). The basic intention involved the adaptation of the higher education provided in the cultural reference area to the principles established within the European context. In particular, during the Dublin Conference in 2004, the so-called Bologna follow up group drew a number of indicators. As already mentioned, at different times, EU policy has highlighted the need to carry out actions aimed at a renovation of higher education cycles, but not much was provided in terms of definition of the curricula, especially for the second cycle of studies. The Demed project also attempted to fill a gap in this regard, operating an indepth revision of this level of studies in the Education sector in Albania, Kosovo e Macedonia. This intervention, moreover, was always carried out working in close cooperation with the partner countries, so that the support provided by Lps Diped, as leader, by Cdell - Centre for Developing and Evaluating Lifelong Learning - University of Nottingham (UK) and by DPU - Arhus University (DK) was realized with an actual collaboration programme, and never resulting as an imposition of certain Western models. The present contribution, therefore, is intended to give a general overview regarding the Tempus funding programme, a description of the Demed project itself, a synthetic report of the online seminar broadcasted to Seeu staff during the project period and of the data collected while evaluating the same experience.

PROBLEMATIC ISSUES OF ONLINE EDUCATION

2020 ◽  
Vol 65 (4) ◽  
pp. 52-59
Author(s):  
M. M. Baibekova ◽  
◽  
Z. ZH. Kumisbek ◽  
S. L. Makhmudova ◽  
◽  
...  
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Education System ◽  
Point Of View ◽  
Learning System ◽  
Online Distance Education ◽  
Distance Learning System ◽  
Psychological Point ◽  
Online Distance ◽  
Fear And Anxiety

In this article, the current situation in the field of Education, which occupies the last place in the field of online distance education, will reveal in detail the current problems of online distance education.It took place all over the world.In the context of the epidemiological situation, all of us will have to serve and live in a new way. Today, there are almost no people who are not affected by these changes. Each of us must adapt to these changes and switch to a habitual way of life. First of all, the education system for children, including the entire population, will have to be transformed and transformed. Distance learning will have to be transformed not only from a technical point of view, but also from a pedagogical and psychological point of view. Teachers, students, and parents-all participants in the relationship of the education system, even the distance learning system, need psychological support.Coronavirus-the word was a word that took place in the language and mind of every inhabitant of the planet. The pandemic, which has engulfed the entire world, has not only destroyed the usual daily lifestyle, but also caused fear and anxiety in people's lives. In this article, we will discuss in detail and in detail the current problems of online education in universities.

Applied Competences for Students by Using M-Learning Devices in Higher Education

2016 ◽  
pp. 453-476
Author(s):  
José-Alberto Herrera-Bernal ◽  
Darinka del Carmen Ramírez-Hernández ◽  
María-Soledad Ramírez-Montoya
Keyword(s):  
Higher Education ◽  
Collaborative Work ◽  
Research Question ◽  
Basic Knowledge ◽  
Learning Technology ◽  
Learning Tools ◽  
Online Distance Education ◽  
Management Evaluation ◽  
Self Study ◽  
Online Distance

The purpose of this chapter is to present a case study for evaluating the competences (knowledge, skills, and attitudes) applied by students in Higher Education by using m-learning devices in a course taught in an online distance education. The research question was: Which skills do the students need to learn through m-learning devices? Two variables used in this study were: m-learning and learning technology skills. The results shows that m-learning becomes an extension, addition and/or evolution of online studying and that the student requires a set of basic knowledge and skills to handle cell phones and iPods as learning tools. Students also develop skills in computing, communication, productivity, relationships, leadership, self-study while being involved in a study mode such as mobile learning. Students also require competences such as self-management, evaluation and selection of information, creativity, communication and collaborative work.

Use “hhh” Technology in the Transformative Models of Online Education

2011 ◽  
pp. 340-351 ◽  
Author(s):  
Vardan Mkrttchian
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Learning Environments ◽  
Team Members ◽  
Online Distance Education ◽  
Learning And Teaching ◽  
Collaborative Spaces ◽  
Online Spaces ◽  
Online Distance ◽  
Hybrid Distance

All People Internet University (“hhh”) technology is a hybrid distance education approach that provides students with opportunities to explore real-world issues through authentic learning experiences within collaborative learning environments. This chapter defines this online distance education approach, outlines an “hhh” framework, and showcases an “hhh” archetype. In “hhh” environments, classroom teachers are not positioned in the role of teacher/facilitator/designer in the online learning spaces. The “hhh” online spaces are collaborative spaces where students, teachers, subject experts, and “hhh” team members interact with one another; these are community spaces where traditional hierarchical classroom roles are blurred. Students’ roles transform due to the flexibility and design of the “hhh” learning environments as they move from student to reflective practitioner, providing for new ways of learning and teaching.

The Administration of Online and Distance Education

2011 ◽  
pp. 40-44 ◽  
Author(s):  
Gary E. Miller
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Learning ◽  
Research Collaboration ◽  
Academic Community ◽  
Institutional Research ◽  
Online Distance Education ◽  
Administrative Leaders ◽  
Online Distance

The advent of online learning has transformed dramatically the administration of distance education in higher education. As online learning becomes ubiquitous in both campus-based and distance education—and also becomes a tool to facilitate inter-institutional research collaboration and relations with industry—online distance education has moved closer to the mainstream of the academic community. This raises a variety of challenges for the institutions and for online and distance education administrative leaders.

Applied Competences for Students by Using M-Learning Devices in Higher Education

2020 ◽  
pp. 44-67
Author(s):  
José-Alberto Herrera-Bernal ◽  
Darinka del Carmen Ramírez-Hernández ◽  
María-Soledad Ramírez-Montoya
Keyword(s):  
Higher Education ◽  
Collaborative Work ◽  
Research Question ◽  
Basic Knowledge ◽  
Learning Technology ◽  
Learning Tools ◽  
Online Distance Education ◽  
Management Evaluation ◽  
Self Study ◽  
Online Distance

The purpose of this chapter is to present a case study for evaluating the competences (knowledge, skills, and attitudes) applied by students in Higher Education by using m-learning devices in a course taught in an online distance education. The research question was: Which skills do the students need to learn through m-learning devices? Two variables used in this study were: m-learning and learning technology skills. The results shows that m-learning becomes an extension, addition and/or evolution of online studying and that the student requires a set of basic knowledge and skills to handle cell phones and iPods as learning tools. Students also develop skills in computing, communication, productivity, relationships, leadership, self-study while being involved in a study mode such as mobile learning. Students also require competences such as self-management, evaluation and selection of information, creativity, communication and collaborative work.

scholarly journals Handling disruptive innovations in HE: lessons from two contrasting case studies

2015 ◽  
Vol 23 ◽  
Author(s):  
Stephen Powell ◽  
Bill Olivier ◽  
Li Yuan
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Business Model ◽  
New Technology ◽  
Organisational Change ◽  
Disruptive Innovation ◽  
Learning Technology ◽  
Educational Innovations ◽  
Online Distance Education ◽  
Online Distance

This article aims to show how Higher Education Institutions (HEIs) can recognise and best respond to a disruptive innovation. A disruptive innovation creates a new business model using a new process and usually a new technology to offer a product or service with new features and/or lower cost and initially addresses a group of people who are either unserved or overserved by existing offerings. By contrast, a sustaining innovation may use the same technology, but enhance an existing business model. To illustrate this, we set out two case studies that each implement the same innovative model of work-focussed learning differently: one in an autonomous sub-unit of an HEI, while the other sought to embed the same model in existing faculty activities in another HEI. The theory of disruptive innovation (Bower and Christensen 1995) is set out and used to understand types of innovation, from sustaining to disruptive, and to identify the model of work-focussed learning as a disruptive innovation. We then used this to analyse the subsequent trajectories and different outcomes of the two case studies. Our aims then were (1) to show how disruptive innovation theory can be used to recognise different types of innovation and (2) to suggest the appropriate way to organisationally structure disruptive educational innovations as semi-autonomous enterprises. We also note potential constraints that government policy may place on HEIs attempting to respond to disruptive innovations.Keywords: disruptive innovation; business model; online distance education; organisational change; higher education(Published: 24 July 2015)Citation: Research in Learning Technology 2015, 23: 22494 - http://dx.doi.org/10.3402/rlt.v23.22494

Sign in / Sign up

Export Citation Format

Share Document