scholarly journals COVID-19 and Educational Challenges: A Review of the Benefits of Online Education

2020 ◽  
Vol 18 (3) ◽  
Author(s):  
Anis Nikdel Teymori ◽  
Mohammad Ali Fardin
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Science Research ◽  
Training Method ◽  
Ministry Of Education ◽  
Higher Education System ◽  
Face To Face ◽  
Educational Challenges ◽  
Before And After ◽  
Proper Training

Context: Since the beginning of the coronavirus disease (COVID-19) in Iran, the Ministry of Education and Ministry of Science, Research, and Technology in Iran have obliged universities and schools to use online education as a substitute for face-to-face teaching processes, while it has created several issues for teachers, schools, and universities. Evidence Acquisition: In the current review that aimed to investigate online education, specific instructional strategies are presented to summarize online teaching experiences for teachers who might use online education in similar situations. In this line, PubMed, Medline, Elsevier, and Science Direct electronic databases were searched for relevant studies that have been conducted since 2002. Results: The present study was conducted on the hypothesis that distance education can be a proper training method for coping with COVID-19 prevalence in the current outbreak. Reviewing the studies performed all around the world indicated the success of online education and supported this training method, even though there are some problems in the transition from face-to-face teaching methods to modern methods. Conclusions: In today’s world, education can be divided into before and after the COVID-19 outbreak. The importance of online education has become more apparent than ever before; therefore, it is essential to pay special attention to the appropriate infrastructures required for online learning in Iran’s education and the higher education system.

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 The Figure of the Teacher-Prosumer for the Development of an Innovative, Sustainable, and Committed Education in Times of COVID-19

2021 ◽  
Vol 13 (3) ◽  
pp. 1128
Author(s):  
Laura Triviño-Cabrera ◽  
Elisa Isabel Chaves-Guerrero ◽  
Laura Alejo-Lozano
Keyword(s):  
Social Sciences ◽  
Sustainable Development ◽  
Primary Education ◽  
Online Teaching ◽  
Qualitative Methodology ◽  
Educational Innovation ◽  
Active Role ◽  
Public Access ◽  
Face To Face ◽  
Before And After

Studies on the adaptation from face-to-face to online teaching during lockdown show the before and after in education that faces the double challenge of promoting digital skills and public access to connectivity and electronic devices in the post-COVID-19 era. Therefore, this article contributes to these new emerging lines of educational research by presenting an educational innovation project called “Teachers Versus COVID-19”. This project aimed to verify whether the figure of teacher-prosumer, that is, consumers of media culture and creators of their own educational resources, favors the initial training of teachers during the pandemic. To this end, the following objectives were proposed: firstly, test whether the figure of the teacher-prosumer contributes to improving the adaptation of face-to-face teaching to the virtual modality of the Didactics of Social Sciences in the Degree in Primary Education during lockdown; secondly, analyze the production of content on social networks by the students in the Degree in Primary Education, according to the objectives of sustainable development. To validate our teacher-prosumer proposal, we chose the design-based research (DBR) qualitative methodology. For this, 240 students from the course in Didactics of Social Sciences of the Degree in Primary Education at the University of Malaga created 37 educational videos that teach the social sciences curriculum to children between 6 and 12 years of age from the perspective of relevant social problems and the Sustainable Development Goals. These videos were disseminated through the project’s YouTube channel. The results of this study corroborate the effectiveness of turning students into teachers-prosumers, generating the development of critical, creative, digital, and socio-emotional skills so that they feel committed to playing an active role in social changes for a sustainable world.

Understanding Persuasion Mechanisms for Effective Communication in Online Educational Environments

2022 ◽  
pp. 103-119
Author(s):  
Camelia Marinela Radulescu
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Effective Communication ◽  
Mediated Communication ◽  
Factors Affecting ◽  
Face To Face ◽  
Educational Environments ◽  
Digital Skills ◽  
Online Channel ◽  
Digital Stress

This chapter aims at explaining the mechanisms of persuasion for effective communication in online educational environments. It starts by bringing awareness on the particularities of online educational environments and the psychological prerequisites of online studying. It tackles issues of digital skills as well as emotional intelligence abilities for online teaching, specific mindset and digital readiness, result expectations and assessment. Moreover, principles of microlearning and hybrid learning are explained as major approaches in online education. It then addresses issues related to technology-mediated communication with young ages vs. adults. It makes a brief analysis of mediated communication vs. direct communication in terms of adopted strategies according to age, adaptation of message, and feedback according to the online channel of factors affecting communication in online environments vs. face-to-face communication. Particular attention will be given to digital stress.

scholarly journals A Comparison of Students’ Preferences in Online Algebra Instruction Pre- and Post-Covid-19

2021 ◽  
Vol 15 (17) ◽  
pp. 4
Author(s):  
Zeynep Akcay Ozkan ◽  
Sirin Budak
Keyword(s):  
Student Satisfaction ◽  
Online Teaching ◽  
The United States ◽  
Discussion Board ◽  
Online Homework ◽  
Online Classes ◽  
Face To Face ◽  
Before And After ◽  
The Face ◽  
Virtual Meetings

This study is aimed towards understanding students’ preferences in online learning of College Algebra at a community college in the United States, before and after the Covid-19 pandemic. We analyze the results of Student Satisfaction surveys administered during Fall 19, Spring 20 and Fall 20 semesters. The classes were partially or fully online with synchronous and asynchronous components such as face-to-face and/or virtual meetings, pre-recorded video lessons, assignments through online homework platforms, and discussion board assignments. Our analysis show that students found face-to-face meetings most helpful, when classes were taught partially online. After the transition to online teaching, virtual meetings did not directly replace the face-to-face meetings, instead online homework platforms were preferred. We find that students ultimately started utilizing all components of online classes on an equal basis. Our results reflect students’ adjustment to online teaching, taking more advantage from asynchronous course components and becoming active learners over time.

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.

Online Learning

2013 ◽  
pp. 460-474
Author(s):  
Thomas G. Reio ◽  
Cyntianna C. Ledesma Ortega
Keyword(s):  
Online Education ◽  
Personal Growth ◽  
Online Teaching ◽  
Online Course ◽  
Optimal Learning ◽  
Face To Face ◽  
Professional Needs ◽  
Course Offerings ◽  
Short And Long Term

Online education continues to grow appreciably to meet both institutional needs for short- and long-term viability and student personal and professional needs for flexible delivery of course offerings. Faculty remains decidedly ambivalent, however, about the legitimacy of online course offerings. This doubt emerges from perceptions of: increased workloads as compared to face-to-face courses, inadequate compensation, lack of a fair reward system for promotion and tenure, and online course inferiority as a means of fostering optimal learning. After being identified through a structured review of recent empirical research, demotivators (e.g., questionable learning outcomes) and motivators (e.g., opportunity for personal growth) of faculty online teaching participation are examined through the lens of self-determination theory. Recommendations such as providing increased support are put forward to increase the likelihood of faculty online teaching.

scholarly journals e-Tutor: A Multilingual Open Educational Resource for Faculty Development to Teach Online

2016 ◽  
Vol 17 (5) ◽  
Author(s):  
Christian Rapp ◽  
Yasemin Gülbahar ◽  
Müge Adnan
Keyword(s):  
Faculty Development ◽  
Online Teaching ◽  
Large Scale ◽  
Development Program ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Faculty Development Program ◽  
Technological Infrastructure ◽  
Higher Education System ◽  
Face To Face

<p class="2">The situation in Ukraine poses severe problems to the higher education system and to students in Eastern Ukraine. Many students and academicians had been compelled to leave their university buildings and move westwards. Hence, they are forced to substitute face-to-face teaching with distance learning, often on a large scale, but within a short span of time and with limited resources. While technical/technological infrastructure often exists, know-how about conducting online teaching and respective faculty development is often found to be lacking. Within the framework of a project funded by the Swiss National Science Foundation (SNSF), a faculty development program developed in Turkey as an Open Educational Resource (e-Tutor) was adopted in three languages (English, Ukrainian, and Russian) to support qualifying university staff in teaching online. e-Tutor comprises of 14 modules, each with various content, covering different aspects of online teaching. In the following note, we briefly present the program along with the context, target group/aims, concept, genesis, initial experiences, and further development.</p>

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.

scholarly journals Student evaluation of teachers’ pedagogical skills during the first COVID-19 period

2021 ◽  
pp. 119-125
Author(s):  
Çiler Hatipoğlu ◽  
Elżbieta Gajek ◽  
Lina Milosewska ◽  
Nihada Delibegović Džanić
Keyword(s):  
Online Education ◽  
Bosnia And Herzegovina ◽  
Computer Literacy ◽  
Online Teaching ◽  
Student Evaluation ◽  
Language Teachers ◽  
Face To Face ◽  
Student Evaluation Of Teachers ◽  
Pedagogical Skills ◽  
The Republic

With the COVID-19 outbreak at the beginning of 2020, many language teachers worldwide who were successfully implementing face-to-face teaching had to abruptly switch to online education, which was not something they were trained for or had experience with. Were they successful? The present study asked students from Turkey (TUR), Poland (POL), the Republic of North Macedonia (RNM), and Bosnia and Herzegovina (B&H) to evaluate their teachers’ professional adaptation and success during the first emergency online teaching semester. The results of the study showed that there were important similarities in the ways students in the examined four countries approached and evaluated the level of professionalism of their teachers in the first COVID-19 period regarding their teachers’ computer literacy, online teaching skills, creation of materials appropriate for online teaching.

scholarly journals COVID-19 and Rapid Course Adaptations in Saudi Arabia: An Experiential Learning and Recommendations for Online Education

2021 ◽  
Vol 12 ◽  
Author(s):  
Basim Sulaiman Alatni ◽  
Ismaila Rimi Abubakar ◽  
Saad Arslan Iqbal
Keyword(s):  
Saudi Arabia ◽  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Educational Systems ◽  
Online Questionnaire ◽  
Face To Face ◽  
Learning Framework ◽  
Academic Activities ◽  
Sudden Transition

The COVID-19 Pandemic has severely impacted educational systems around the globe, necessitating rapid modifications to the educational milieu while safeguarding human health and wellbeing. Following the closure of universities in Saudi Arabia, the instructors of all theory courses were mandated to switch from face-to-face course delivery to remote teaching and learning. This research examines the challenges and impacts of the COVID-19 Pandemic on the mode of teaching and learning and the numerous adaptations in the pedagogical framework of the Landscape Architecture program at Imam Abdulrahman Bin Faisal University, Saudi Arabia. It also explores the opportunities the transition to online education presents to faculty and students moving forward. The data were collected using an online questionnaire survey and focus group discussions. Data analyses consisted of descriptive statistics and thematic content analysis. The research finds that the sudden transition to online teaching and learning disrupted academic activities and had negatively affected the existing teaching and learning framework. Therefore, the research recommends an adaptable and dynamic teaching framework agile enough to cope with sudden disruptions. It concludes with lessons for future teaching and learning frameworks and amendments for upcoming sessions to deal with similar situations.

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