Models for Administration to Ensure the Successful Transition to Distance Learning during the Pandemic
01 Jan 2021-Sustainability (Multidisciplinary Digital Publishing Institute)-Vol. 13, Iss: 9, pp 4751
TL;DR: The models provide guidelines for the administration of higher education institutions on the preparation and delivery of distance learning during the pandemic and are based on five main processes of instructional design: analysis, design, development, implementation, and evaluation.
Abstract: Lack of guidelines for implementing distance learning, lack of infrastructure, lack of competencies, and security-related problems were the challenges met during the pandemic. These challenges firstly fall on the administration of a higher education institution. To assist in solving the challenges of the pandemic for the administration of a higher education institution, the paper presents several models for the organization of the processes of distance learning. These models are as follows: a conceptual model of distance learning, a model of strategic planning of distance learning, a model of the assessment before the start of distance learning, a model of the preparation for distance learning, and a model of the process of distance learning and remote work. Student profile, lecturer profile, organizational environment, assessment, and planning of the infrastructure of information and communication technology (ICT), assessment and planning of the virtual learning environment, and assessment of distance learning competencies of participants of the study process are also considered. The developed models are based on five main processes of instructional design, i.e., analysis, design, development, implementation, and evaluation. The models provide guidelines for the administration of higher education institutions on the preparation and delivery of distance learning during the pandemic. The models were validated by 10 experts from different higher education institutions. The feasibility of the data collection instrument was determined by Cronbach’s alpha coefficient that is above 0.9.
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TL;DR: In this paper , the authors investigate both the effectiveness of the ADDIE model in distance education and its contribution to the online teaching process and find that good practices of teaching are multimedia presentation, feedback, variety of interactive exercises or activities, combined learning strategy (individualized and collaborative), and role of educators.
Abstract: Distance education is now a reality introducing a “specific methodology of flexible and interactive multiform learning”. Due to its characteristics, different instructional design models apply to distance education as guidelines of the design thinking process pursuing specific learning outcomes. This study refers to the investigation of good teaching practices and approaches in relation to the ADDIE model in distance online environments. The purpose of this paper is to investigate both the effectiveness of the ADDIE model in distance education and its contribution to the online teaching process. Meta-analysis is chosen as the research methodology. Specifically, we export a total of 58 articles referring to the ADDIE model. From these, we find that only 23 articles are appropriate for the meta-analysis. According to the results of this study, we observe that the ADDIE model applies to meet different teaching requirements in all online educational environments. In this study, we observe that good practices of teaching are the multimedia presentation, feedback, variety of interactive exercises or activities, combined learning strategy (individualized and collaborative), and role of educators. Then, an asynchronous approach was preferred in distance education. Finally, the ADDIE model is considered as a valuable source of additional information by providing good teaching practices.
11 citations
TL;DR: In this paper, the role of the e-learning departments in Palestinian universities in controlling the quality of the academic processes during the COVID-19 pandemic was identified, and the main study findings indicated that the universities agreed that the assessment at the beginning of the pandemic sought to save what could be saved in the emergency period, which made electronic assessment a complex issue.
Abstract: The research aimed to identify the role of the e-learning departments in Palestinian universities in controlling the quality of the academic processes during the COVID-19 pandemic. Data collection was conducted using interviews starting from November 2020 and ending in December 2020 during the academic year 2020/2021. The interviews included a number of questions within the axis of electronic assessment. The population of the study consisted of directors of e-learning departments in a number of Palestinian universities, namely: University A, University B, University C, University D, and University E. The main study findings indicated that the universities agreed that the assessment at the beginning of the pandemic sought to save what could be saved in the emergency period, which made electronic assessment a complex issue in this pandemic. Moreover, the problem of plagiarism and faked identities was one of the biggest problems faced by university instructors in the electronic assessment; consequently, changes have been made to the assessment methods that were used before the COVID-19 pandemic. To do so, alternative methods of learning and assessment were sought and arrived at.
7 citations
TL;DR: The research aims to develop a sustainable strategy based on a security concept model that consists of three main components: (1) security assurance; (2) users, including administration, teachers, and learners; and (3) DL organizational processes.
Abstract: The COVID-19 pandemic has forced much education to move into a distance learning (DL) model. The problem addressed in the paper is related to the increased necessity for the capacity of data, secure infrastructure, Wi-Fi possibilities, and equipment, learning resources which are needed when students connect to systems managed by institutional, national, and international organizations. Meanwhile, there have been cases when learners were not able to use technology in a secure manner, since they were requested to connect to external learning objects or systems. The research aims to develop a sustainable strategy based on a security concept model that consists of three main components: (1) security assurance; (2) users, including administration, teachers, and learners; and (3) DL organizational processes. The security concept model can be implemented at different levels of security. We modelled all the possible levels of security. To implement the security concept model, we introduce a framework that consists of the following activities: plan, implement, review, and improve. These activities were performed in a never-ending loop. We provided the technical measures required to implement the appropriate security level of DL infrastructure. The technical measures were provided at the level of a system administrator. We enriched the framework by joining technical measures into appropriate activities within the framework. The models were validated by 10 experts from different higher education institutions. The feasibility of the data collection instrument was determined by a Cronbach’s alpha coefficient that was above 0.9.
2 citations
TL;DR: In this paper , a socio-constructivist pedagogical approach and connectivist conceptual foundations were considered for developing critical thinking in university students supported by emerging technologies, and two didactic sequences were identified which define the routes that students must follow to develop the basic skills in their initial phase, and then the higher order skills that are part of the cognitive scaffolding of critical thinking.
Abstract: This work results from a research project aimed at designing a didactic model for developing critical thinking in university students supported by emerging technologies. In its design, a socio-constructivist pedagogical approach and the connectivist conceptual foundations that define its components, relationships and sequences were considered. First, as essential components, two didactic sequences were identified which define the routes that students must follow to develop the basic skills in their initial phase, and then the higher order skills that are part of the cognitive scaffolding of critical thinking, in problematic and challenging scenarios in didactic sequences that emphasise thinking routines. Next, an instrument was designed and validated in order to evaluate the quality of the proposed didactic model. Finally, the proposed model was evaluated, describing its attributes such as coherence with existing theory on pedagogy and emerging didactics, relevance with the needs detected in the students, relationships between participants and information, transversality of information and communication technologies (ICT) and the development of autonomy, cognition and dispositions.
1 citations
TL;DR: In this article , the role of ICT centers in managing the academic process in emergency education due to the pandemic was investigated using a descriptive qualitative approach, which was carried out using individual interviews during the first semester of the academic year 2020/2021.
Abstract: The present research intended to verify the role of ICT centers in Palestinian universities in managing the academic process in emergency education due to the pandemic. The research investigated this issue using a descriptive qualitative approach. The data collection was carried out using individual interviews during the first semester of the academic year 2020/2021. The data analysis was carried out using an inductive thematic analysis. The research participants were ten officials in the ICT centers of five universities. The main study findings show that the universities performed several actions in the context of their management of the distance learning processes. These actions targeted quality education by holding workshops for the professional development of the instructor, which resulted in being a main factor in the success of the distance learning process. In addition, the ICT centers were engaged in addressing the communication between the instructor, the student, and officials at the universities. They also addressed strengthening the infrastructure for distance learning in the universities.
1 citations
References
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TL;DR: In this paper, the authors propose a conceptual framework for educational technology by building on Shulman's formulation of pedagogical content knowledge and extend it to the phenomenon of teachers integrating technology into their pedagogy.
Abstract: Research in the area of educational technology has often been critiqued for a lack of theoretical grounding. In this article we propose a conceptual framework for educational technology by building on Shulman’s formulation of ‘‘pedagogical content knowledge’’ and extend it to the phenomenon of teachers integrating technology into their pedagogy. This framework is the result of 5 years of work on a program of research focused on teacher professional development and faculty development in higher education. It attempts to capture some of the essential qualities of teacher knowledge required for technology integration in teaching, while addressing the complex, multifaceted, and situated nature of this knowledge. We argue, briefly, that thoughtful pedagogical uses of technology require the development of a complex, situated form of knowledge that we call Technological Pedagogical Content Knowledge (TPCK). In doing so, we posit the complex roles of, and interplay among, three main components of learning environments: content, pedagogy, and technology. We argue that this model has much to offer to discussions of technology integration at multiple levels: theoretical, pedagogical, and methodological. In this article, we describe the theory behind our framework, provide examples of our teaching approach based upon the framework, and illustrate the methodological contributions that have resulted from this work.
7,328 citations
Journal Article•
TL;DR: The TPACK framework for teacher knowledge is described in detail, as a complex interaction among three bodies of knowledge: Content, pedagogy, and technology, which produces the types of flexible knowledge needed to successfully integrate technology use into teaching.
Abstract: This paper describes a framework for teacher knowledge for technology integration called technological pedagogical content knowledge (originally TPCK, now known as TPACK, or technology, pedagogy, and content knowledge). This framework builds on Lee Shulman’s construct of pedagogical content knowledge (PCK) to include technology knowledge. The development of TPACK by teachers is critical to effective teaching with technology. The paper begins with a brief introduction to the complex, illstructured nature of teaching. The nature of technologies (both analog and digital) is considered, as well as how the inclusion of technology in pedagogy further complicates teaching. The TPACK framework for teacher knowledge is described in detail, as a complex interaction among three bodies of knowledge: Content, pedagogy, and technology. The interaction of these bodies of knowledge, both theoretically and in practice, produces the types of flexible knowledge needed to successfully integrate technology use into teaching.
1,833 citations
01 Apr 2020
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.
1,342 citations
TL;DR: Three universities describe their training curricula models of collaborative and interprofessional education, finding one common theme leading to a successful experience among these three interprofessional models included helping students to understand their own professional identity while gaining an understanding of other professional's roles on the health care team.
Abstract: Interprofessional education is a collaborative approach to develop healthcare students as future interprofessional team members and a recommendation suggested by the Institute of Medicine. Complex medical issues can be best addressed by interprofessional teams. Training future healthcare providers to work in such teams will help facilitate this model resulting in improved healthcare outcomes for patients. In this paper, three universities, the Rosalind Franklin University of Medicine and Science, the University of Florida and the University of Washington describe their training curricula models of collaborative and interprofessional education. The models represent a didactic program, a community-based experience and an interprofessional-simulation experience. The didactic program emphasizes interprofessional team building skills, knowledge of professions, patient centered care, service learning, the impact of culture on healthcare delivery and an interprofessional clinical component. The community-based experience demonstrates how interprofessional collaborations provide service to patients and how the environment and availability of resources impact one’s health status. The interprofessional-simulation experience describes clinical team skills training in both formative and summative simulations used to develop skills in communication and leadership. One common theme leading to a successful experience among these three interprofessional models included helping students to understand their own professional identity while gaining an understanding of other professional’s roles on the health care team. Commitment from departments and colleges, diverse calendar agreements, curricular mapping, mentor and faculty training, a sense of community, adequate physical space, technology, and community relationships were all identified as critical resources for a successful program. Summary recommendations for best practices included the need for administrative support, interprofessional programmatic infrastructure, committed faculty, and the recognition of student participation as key components to success for anyone developing an IPE centered program. Keywords: interprofessional; healthcare teams; collaboration; interprofessional education; interprofessional curricula models (Published: 8 April 2011) Citation: Medical Education Online 2011, 16 : 6035 - DOI: 10.3402/meo.v16i0.6035
790 citations
TL;DR: This study is the first to determine a negative and significant relationship between CA and PU, in the context of students e-learning, and one of the very few that uses the GETAMEL model for e- learning settings.
Abstract: Azerbaijan has successfully incorporated modern Information Communication Technologies (ICT) in the education system. The major goal is to raise the standard of education. The factors that affect university students' behavioral intention (BI) to use e-learning for educational purposes in Azerbaijan are worthy of study. This is an empirical study of the use of the General Extended Technology Acceptance Model for E-learning (GETAMEL) developed by Abdullah and Ward (2016) in order to determine the factors that affect undergraduate students' BI to use an e-learning system. The data was collected from 714 undergraduate and masters students using a convenient sampling technique and the responses were analyzed using Structural Equation Modeling (SEM). It is seen that the Subjective norm (SN), Experience (EXP) and Enjoyment (ENJOY) positively and significantly influence students' perceived usefulness (PU) of e-learning, while Computer anxiety (CA) has a negatively effect. EXP, ENJOY and Self-efficacy (SE) positively and significantly affect their perceived ease of use (PEOU) of e-learning. It is also seen that SN has a positive and significant impact on BI to use e-learning, while Technological innovation (TI) significantly moderates the relationship between SN and PU, PU and BI to use e-learning. This study is the first to determine a negative and significant relationship between CA and PU, in the context of students e-learning. This study is also one of the very few that uses the GETAMEL model for e-learning settings. The results have significant practical implications for educational institutions and decision-makers, in terms of the design of the e-learning system in universities. Display Omitted The GETAMEL model successfully applies to e-learning acceptance domain.Computer anxiety negatively affects perceived usefulness and perceived ease of use.Subjective norm does not have an impact on perceived ease of use of e-learning system.Self-efficacy does not affect perceived usefulness of e-learning system.perceived ease of use does not affect perceived usefulness of e-learning system.
279 citations