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Open accessJournal ArticleDOI: 10.1108/WJSTSD-11-2020-0090

Moving learning online and the COVID-19 pandemic: a university response

02 Mar 2021-World Journal of Science, Technology and Sustainable Development (Emerald)-Vol. 18, Iss: 1, pp 1-19
Abstract: Purpose This article investigates some ongoing issues faced by higher education institutions (HEIs) having to rapidly move their teaching online during the early stages of the coronavirus (COVID-19) pandemic Design/methodology/approach The article incorporates a review of academic and policy literature concerning digitalisation and online learning in universities and qualitative interviews with staff involved in online teaching and learning at a university in Scotland Findings For most HEIs and organisations across the globe, the COVID-19 pandemic has accelerated the speed at which digitalisation and digital ways of working have been embedded in organisational life and service delivery including new ways of learning and working This has led to a recognition of the need for practically focused, effective inclusive digital interventions A range of initiatives that have been developed or accelerated in response to the pandemic are discussed These should be explicitly designed and implemented to also reach individuals from disadvantaged backgrounds, including those with low-skill levels or qualifications and older age groups Effort is also needed by policymakers and HEIs to better understand the challenges and unintended consequences that digital learning and working poses Research limitations/implications More research is needed into the methods and implications of increased online teaching The range of interviewees is limited to one main organisation A wider range of staff, students, HEIs and other types of organisation would add additional insights Practical implications Insights from interviews highlight a number of institutional responses to digitalisation, which were accelerated by the COVID-19 pandemic These identify learning and reflection points for HEIs moving to enhanced online teaching provision Originality/value This article provides an analysis of the processes, issues and impacts associated with the rapid shift to digitisation in HEIs at a point in time shortly following the onset of the COVID-19 pandemic in 2020 It raises issues around inclusivity of online learning, pedagogy, unintended consequences of digitalisation and privacy, when moving to online teaching that are relevant both during the pandemic and in the longer term

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Topics: Digital learning (56%)

8 results found

Open access
01 Feb 2020-
Abstract: [Introduction] This paper aims to promote a re-think about the decline in part-time higher education in England. Most part-time learners are mature students, and the oft-reported drop in part-time student numbers can be viewed as a proxy for the retreat of older learners from higher education. A succession of reports has been published identifying the dramatic loss of part-time numbers. Despite the persuasiveness of the quantitative data cited, policymakers have yet to reverse the decline. The issue of disappearing part-time adult learners in higher education is important for individuals and institutions. Individuals miss out on developing their full potential, and their talents are wasted. Universities miss out by a loss of diversity in the student body, and through the contribution adult learners make to widening participation. Adults who study part-time are disproportionately likely to have characteristics associated with non-traditional and disadvantaged learners. If part-time learners are included, government claims about closing gaps in participation are untrue. The loss in part-time numbers equates to 17 per cent fewer students from disadvantaged backgrounds accessing higher education. This paper uses little seen qualitative information from parttime adult learners interviewed for four research projects. The authentic voices identify policy solutions to the seemingly intractable problem of part-time decline. The report by the Independent Panel to the Review of Post-18 Education and Funding, known as the Augar review, argues for flexible learning, bridging courses and greater financial support for lifelong learning. Politicians of all major parties recognise the importance of the need to support access to part-time learning. At the 2019 General Election, the Labour Party pledged to offer every adult the right to six years of free study, the Liberal Democrats proposed a ‘Skills Wallet’ of £10,000 to spend on education and training over a period of 30 years and the Conservatives pledged a ‘new National Skills Fund’ of £600million annually, with an ambition to establish a ‘Right to Retrain’. So all the major political parties recognised a need to stimulate more flexible approaches to lifelong learning, and through that to inspire new developments in part-time higher education. In this spirit, this paper responds with a series of recommendations for universities and policymakers to arrest the part-time decline.

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Topics: Inclusion (education) (56%), Disadvantaged (51%)

6 Citations

Open accessJournal ArticleDOI: 10.1051/SHSCONF/202111200046
01 Jan 2021-
Abstract: The article presents the case of developing a program for the digital transformation of higher education in the northern territories of the Russian Federation through the example of the North-Eastern Federal University. It describes the principles and mechanisms of digitalization of basic processes in conditions of limited resources and remoteness from the leading scientific, educational and cultural centres. The authors suggest the development of a digital educational ecosystem to provide high quality and accessible education in remote areas.

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2 Citations

Journal ArticleDOI: 10.1108/BIJ-02-2021-0066
Abstract: Purpose: Built environment organisations face global challenges between business units, especially since the coronavirus pandemic (COVID-19) has profoundly disrupted the construction industry worldwide, including the management of construction megaprojects (CMPs). This research aims to develop a competency framework, for global integrated delivery (GID) transformative initiatives and future of work (FOW) global initiatives, to manage integration between lean construction (LC) practices and integrated project delivery (IPD) on CMPs in contemporary multinational engineering organisations. Design/methodology/approach: “Mixed research methods” involves a two-stage quantitative and qualitative research approach. In the context of CMPs, stage one consisted of a qualitative research methodology comprising a literature review to examine competencies, COVID-19 impacts, responses and key drivers (KDs) to integrate LeanIPDGstage one outcomes propose a conceptualisation of LeanIPDGanalysis adopted structural equation modelling (SEM), descriptive and inferential statistics, percentage scoring analysis, principal component analysis (PCA) and eigenvalues. Findings: In the context of CMPs, stage one outcomes delivered a conceptualisation of LeanIPDGthe second is still taking its first steps, while IPD has little implementation. LeanBIM is slightly integrated, while LeanIPD integration is almost not present. Originality/value: The research findings, conceptualised LeanIPDGthe study has provided a competency framework and FOW global initiatives for effective practical strategies for enhancing integration of LeanIPD&GID transformative initiatives on CMPs and will allow project key stakeholders to place emphasis on boosting LeanIPD&GID KDs. © 2021, Emerald Publishing Limited.

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1 Citations

Open accessDOI: 10.3390/JOITMC7040224
01 Jan 2021-
Abstract: COVID-19 has changed the way we live, communicate and work, as well as altering our feelings. The higher education sector, alongside other sectors, has been severely affected by the pandemic and its serious repercussions. Academic and teaching staff have had to work from home and convert to online teaching, a change which has been met with both negative and positive feelings. The need for new competencies and upskilling, among other challenges, has been encountered. Therefore, the objectives of this study are aligned with exploring the impact of three constructs—self-efficacy, positive feelings and negative feelings—on the performance of academic and teaching staff at public and private universities in Bahrain during the COVID-19 lockdown. Additionally, the impact of self-efficacy on these feelings was explored. A cross-sectional quantitative survey instrument was developed, validated and distributed using 83 valid responses. A two-way approach was followed to evaluate the model using the partial least squares (PLS-SEM) and multi-layer perceptron-artificial neural network (MLP-ANN) techniques. Tests support the validity, reliability and consistency of the measurement scale, as well as the validity of the postulated model. The results revealed a statistically significant relationship between the three constructs and performance. Interestingly, attention is drawn to the impact of self-efficacy on increasing positive feelings and task performance. The impact of self-efficacy on reducing negative feelings is also evident. Analyses of PLS-SEM augmented by MLP-ANN enhanced our understanding of the relationships and gave more support to the use of dual approach analyses in future research. This research adds to COVID-19 global research and the findings increase the knowledge within the literature. The implications of the study’s outcomes should be given attention from higher education authorities and management to raise staff morale and offer training to help sustain performance and mental wellbeing. Lasty, limitations and future directions are discussed.

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Open accessDOI: 10.3390/JOITMC7040221
02 Nov 2021-
Abstract: Due to SARS-CoV-2 pandemic, higher education institutions are challenged to continue providing quality teaching, consulting, and research production through virtual education environments. In this context, a large volume of data is being generated, and technologies such as big data analytics are needed to create opportunities for open innovation by obtaining valuable knowledge. The purpose of this paper is to investigate the factors that influence the adoption of big data analytics and evaluate the relationship it has with performance and knowledge management, taking into consideration that this technology is in its initial stages and that previous research has provided varied results depending on the sector in focus. To address these challenges, a theoretical framework is developed to empirically test the relationship of these variables; 265 members of universities in Latin America were surveyed, and structural equation modeling is used. The findings identify compatibility, an adequate organizational data environment, and external support as factors required to adopt big data analytics, and their positive relationship is tested with knowledge management processes and organizational performance. This study provides practical guidance for decision-makers involved in or in charge of defining the implementation strategy of big data analytics in higher education institutions.

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Topics: Big data (62%), Organizational performance (58%), Higher education (51%) ... show more


17 results found

Open accessJournal ArticleDOI: 10.1108/10748120110424816
01 Sep 2001-on The Horizon
Abstract: Part one of this paper highlights how students today think and process information fundamentally differently from their predecessors, as a result of being surrounded by new technology. The author compares these “digital natives” with the older generation who are learning and adopting new technology naming them “digital immigrants”.

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Topics: Digital native (65%)

6,690 Citations

Open accessJournal Article
Abstract: International Journal of Instructional Technology and Distance Learning (ITDL), January 2005

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Topics: Connectivism (73%), Learning theory (57%), Informal learning (57%) ... show more

4,034 Citations

Open accessJournal ArticleDOI: 10.1016/J.TECHFORE.2016.08.019
Abstract: We examine how susceptible jobs are to computerisation. To assess this, we begin by implementing a novel methodology to estimate the probability of computerisation for 702 detailed occupations, using a Gaussian process classifier. Based on these estimates, we examine expected impacts of future computerisation on US labour market outcomes, with the primary objective of analysing the number of jobs at risk and the relationship between an occupations probability of computerisation, wages and educational attainment.

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Topics: Educational attainment (51%)

3,791 Citations

Open accessJournal ArticleDOI: 10.1080/0042098042000316100
Ronald W McQuaid1, Colin LindsayInstitutions (1)
01 Feb 2005-Urban Studies
Abstract: The concept of 'employability' plays a crucial role in informing labour market policy in the UK, the EU and beyond. This paper analyses current and previous applications of the term and discusses its value as an exploratory concept and a framework for policy analysis. It then traces the development of the concept, discusses its role in current labour market and training strategies (with particular reference to the UK) and seeks to identify an approach to defining employability that can better inform labour market policy, by transcending explanations of employment and unemployment that focus solely on either supply-side or demand-side factors. Although the literature offers a range of definitions of 'employability', many policy-makers have recently used the term as shorthand for 'the individual's employability skills and attributes'. It is argued that this 'narrow' usage can lead to a 'hollowing out' of the concept of employability. The paper concludes by presenting a broad framework for analysing employability built around individual factors, personal circumstances and external factors, which acknowledges the importance of both supply- and demand-side factors.

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Topics: Employability (68%)

953 Citations

Open accessJournal ArticleDOI: 10.5539/HES.V10N3P16
Abstract: In light of the rising concerns about the spread of COVID-19 and calls to contain the Corona Virus, a growing number of tertiary institutions have shut down in regards to face-to-face classes globally. The Corona virus has revealed emerging vulnerabilities in education systems around the world. It is now clear that society needs flexible and resilient education systems as we face unpredictable futures. A meta-analysis methodology was adopted for this study and pertinent literature was visited to capture the essence of continued learning during these unprecedented times. Findings reveal that universities worldwide are moving more and more towards online learning or E- Learning. Findings also reveal that apart from resources, staff readiness, confidence, student accessibility and motivation play important function in ICT integrated learning. This exploratory paper proposes that staff members should use technology and technological gadgets to enhance learning especially during these exceptional times. Findings also propose online and remote learning as a necessity in times of lock downs and social distancing due to COVID-19 pandemic. It also provides a strong platform for further research.

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Topics: Educational technology (60%), Technology integration (54%), Higher education (53%) ... show more

249 Citations