COVID-19 and online teaching in higher education: A case study of Peking University
Wei Bao
- Vol. 2, Iss: 2, pp 113-115
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TLDR
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.read more
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Confronting Covid-19 with a Paradigm Shift in Teaching and Learning: A Study on Online Classes
Abstract: There has been an emergency paradigm shift in teaching and learning in the private universities of Bangladesh resulting from the complete shutdown of the educational institutions for an indefinite period due to Covid-19. While the shift to online classes remains operative with doubts and enthusiasm, the activities showed a considerable achievement and positive shift in attitude towards this mode in the past few weeks which showcase the prospects of online classes with some areas to address and problems to be solved. So, the stakeholders’ opinions, experiences and suggestions can be handy in capitalizing on, and utilizing this mode in coming days. Drawing on data from both the students and faculty members of different departments of Green University of Bangladesh (GUB), we illustrate the need to address and improve several areas including current state of mind of the stakeholders, potentials of the online classes as an alternative to onsite classes, the need for assurance of some facilities and orientation of this type of techno-based new modes as precautionary to emergency. Though online instructions are not new in many parts of the world, we argue that it is here in Bangladesh a new experience with a very limited practice, and so it requires some corrections, improvisations and special considerations on the part of the concerned authorities to make the mode a viable solution to teaching-learning in the impasse resulting from the complete shutdown in the current crisis.
Journal ArticleDOI
Inequalities reinforced through online and distance education in the age of COVID-19: The case of higher education in Nepal.
TL;DR: In this paper, the authors present three overriding mechanisms which are reinforcing social inequalities in higher education: (1) universities' policy trajectories in shifting teaching and learning from face-to-face to online mode; (2) infrastructural limitations challenging effective implementation of online teaching/learning; and (3) a lack of strong pedagogic support for students from disadvantaged and marginalised spaces, including those with low proficiencies in English and technological skills.
Journal ArticleDOI
Technology supported learning and pedagogy in times of crisis: the case of COVID-19 pandemic.
Vian Ahmed,Alex Opoku +1 more
TL;DR: In this article, the authors used the theory of Emergency Management Life Cycle (mitigation, preparedness, response, and recover) as a lens to examine the challenges faced by students and academics and coping mechanism during the COVID period.
Journal ArticleDOI
COVID-19: the impact of a global crisis on sustainable development teaching.
Walter Leal Filho,Walter Leal Filho,Elizabeth A. C. Price,Tony Wall,Chris Shiel,Ulisses Miranda Azeiteiro,Mark C. Mifsud,Luciana Londero Brandli,Carla Sofia e Sa Farinha,Sandra Caeiro,Sandra Caeiro,Amanda Lange Salvia,Cláudio Ruy Portela de Vasconcelos,Cláudio Ruy Portela de Vasconcelos,Luiza Olim de Sousa,Paul J. Pace,Federica Doni,Lucas Veiga Ávila,Bárbara Fritzen,Todd LeVasseur +19 more
Abstract: The COVID-19 pandemic has caused a global crisis, one which also influences the ways sustainability is being taught at universities. This paper undertakes an analysis of the extent to which COVID-19 as a whole and the lockdown it triggered in particular, which has led to the suspension of presence-based teaching in universities worldwide and influenced teaching on matters related to sustainable development. By means of a worldwide survey involving higher education institutions across all continents, the study has identified a number of patterns, trends and problems. The results from the study show that the epidemic has significantly affected teaching practices. The lockdowns have led to a surge in the use of on-line communication tools as a partial replacement to normal lessons. In addition, many faculty teaching sustainability in higher education have strong competencies in digital literacy. The sampled higher education educations have-as a whole-adequate infrastructure to continue to teach during the lockdowns. Finally, the majority of the sample revealed that they miss the interactions via direct face-to-face student engagement, which is deemed as necessary for the effective teaching of sustainability content. The implications of this paper are two-fold. Firstly, it describes how sustainability teaching on sustainable development has been affected by the lockdown. Secondly, it describes some of the solutions deployed to overcome the problem. Finally, the paper outlines the fact that the COVID-19 pandemic may serve the purpose of showing how university teaching on sustainability may be improved in the future, taking more advantage of modern information technologies.
Journal ArticleDOI
How the ecology and evolution of the COVID‐19 pandemic changed learning
TL;DR: Data is presented that indicates the pandemic may have fundamentally changed the authors' learning choices and may provide an opportunity to reset some of the existing practices that fail to promote an effective and inclusive learning environment.
References
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The Multi-dimensional Structure and Influence Mechanism of Student Academic Involvement in China
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.