COVID-19 and online teaching in higher education: A case study of Peking University
01 Apr 2020-Vol. 2, Iss: 2, pp 113-115
TL;DR: In this paper, a case study of Peking University's online education is presented to summarize current online teaching experiences for university instructors who might conduct online education in similar circumstances, concluding with five high impact principles for online education: (a) high relevance between online instructional design and student learning, effective delivery on online instructional information, adequate support provided by faculty and teaching assistants to students; (b) high-quality participation to improve the breadth and depth of student's learning, and (e) contingency plan to deal with unexpected incidents of online education platforms.
Abstract: Starting from the spring of 2020, the outbreak of the COVID-19 caused Chinese universities to close the campuses and forced them to initiate online teaching. This paper focuses on a case of Peking University's online education. Six specific instructional strategies are presented to summarize current online teaching experiences for university instructors who might conduct online education in similar circumstances. The study concludes with five high-impact principles for online education: (a) high relevance between online instructional design and student learning, (b) effective delivery on online instructional information, (c) adequate support provided by faculty and teaching assistants to students; (d) high-quality participation to improve the breadth and depth of student's learning, and (e) contingency plan to deal with unexpected incidents of online education platforms.
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TL;DR: In this article, the authors present the most comprehensive and large-scale study to date on how students perceive the impacts of the first wave of COVID-19 crisis on various aspects of their lives on a global level.
Abstract: The paper presents the most comprehensive and large-scale study to date on how students perceive the impacts of the first wave of COVID-19 crisis in early 2020 on various aspects of their lives on a global level. With a sample of 30,383 students from 62 countries, the study reveals that amid the worldwide lockdown and transition to online learning students were most satisfied with the support provided by teaching staff and their universities’ public relations. Still, deficient computer skills and the perception of a higher workload prevented them from perceiving their own improved performance in the new teaching environment. Students were mainly concerned about issues to do with their future professional career and studies, and experienced boredom, anxiety, and frustration. The pandemic has led to the adoption of particular hygienic behaviours (e.g., wearing masks, washing hands) and discouraged certain daily practices (e.g., leaving home, shaking hands). Students were also more satisfied with the role played by hospitals and universities during the epidemic compared to the governments and banks. The findings also show that students with certain socio-demographic characteristics (male, part-time, first-level, applied sciences, a lower living standard, from Africa or Asia) were significantly less satisfied with their academic work/life during the crisis, whereas female, full-time, first-level students and students faced with financial problems were generally affected more by the pandemic in terms of their emotional life and personal circumstances. Key factors influencing students’ satisfaction with the role of their university are also identified. Policymakers and higher education institutions around the world may benefit from these findings while formulating policy recommendations and strategies to support students during this and any future pandemics.
849 citations
TL;DR: Based on the author's experiences, research, observations in the academe, COVID-19 guidelines, and the need for alternative solutions, the authors introduces how higher education is affected and how it can respond to future challenges.
Abstract: Covid-19 affected higher educational institutions not just in Wuhan, China where the virus originated but all other higher educational institutions in 188 countries as of April 06, 2020. Educational countermeasures are taken to continue educating the students despite the COVID-19 predicaments. Based on the author’s experiences, research, observations in the academe, COVID-19 guidelines, and the need for alternative solutions, this article introduces how higher education is affected and how it can respond to future challenges. This article recommends to educational institutions to produce studies to proliferate and document the impact of the pandemic to the educational system. There is also a greater need for educational institutions to strengthen the practices in the curriculum and make it more responsive to the learning needs of the students even beyond the conventional classrooms.
649 citations
TL;DR: The COVID-19 pandemic has impacted education at all levels of education as mentioned in this paper in various ways, and institutions and teacher educators had to quickly respond to an unexpected and "forced" transition from face-to-face to r...
Abstract: The COVID-19 pandemic has impacted education at all levels in various ways. Institutions and teacher educators had to quickly respond to an unexpected and ‘forced’ transition from face-to-face to r...
488 citations
TL;DR: Students did not prefer e-teaching over face-to-face teaching during the lock down situation, and administration and faculty members should take necessary measures for improving e-Teaching for better learning during lock down.
Abstract: Objective: The purpose of this study was to determine the perceptions of students towards e-learning during the lock down.
Methods: A descriptive cross-sectional study was conducted at Liaquat College of Medicine and Dentistry. MBBS and BDS students of all levels participated in the study with a sample size calculated as 377. A self-administered questionnaire was developed. After validation from the Medical Education Experts, pilot test was run on 30 participants before the administration of the questionnaire. The questionnaire was emailed to the participants for data collection. Reliability of the questionnaire was determined. Independent T-test was applied for determining the perceptions of students towards e-learning. Frequencies and percentages were also computed for demographics.
Results: Total 382 responses were received.137 males and 245 females participated in the study. 0.851 was calculated as Cronbach’s alpha of the questionnaire. Overall, 77% students have negative perceptions towards e-learning. 76% of the students use mobile device for their e-learning.
Conclusion: Students did not prefer e-teaching over face-to-face teaching during the lock down situation. Administration and faculty members should take necessary measures for improving e-teaching for better learning during lock down.
doi: https://doi.org/10.12669/pjms.36.COVID19-S4.2766
How to cite this:Abbasi S, Ayoob T, Malik A, Memon SI. Perceptions of students regarding E-learning during Covid-19 at a private medical college. Pak J Med Sci. 2020;36(COVID19-S4):COVID19-S57-S61. doi: https://doi.org/10.12669/pjms.36.COVID19-S4.2766
This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
372 citations
TL;DR: Results show that “e-Learning crack-up” perception has a significant positive impact on student’s psychological distress, and fear of academic year loss is the crucial factor that is responsible for psychological distress during COVID-19 lockdown.
316 citations
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References
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01 Jan 2012
TL;DR: The authors defined student involvement as a multidimensional concept, and divided it into three dimensions within Chinese higher education context as follows: rule-oriented involvement, procedural involvement, and independent involvement.
Abstract: Student involvement(engagement) is simply characterized as participation in educationally effective practices,both inside and outside the classroom,which is seen as a valid predictable indicator of student academic success and development.Based on the literature review of theoretical framework and empirical research on student involvement,this article defines student involvement as a multidimensional concept,and divides it into three dimensions within Chinese higher education context as follows:rule -oriented involvement,procedural involvement,and independent involvement.Drawing on the surveys of college students,the article analyzes the different characters of out-of-class learning time spent by students in China,US,and Japan.Finally,this study introduces a structural equation model to examine the links among pedagogical practice,student academic involvement,and learning outcomes.
9 citations
Journal Article•
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