Online and Remote Learning in Higher Education Institutes: A Necessity in light of COVID-19 Pandemic
18 May 2020-Higher Education Studies (Canadian Center of Science and Education)-Vol. 10, Iss: 3, pp 16-25
TL;DR: In this article, 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 and reveal that universities worldwide are moving more and more towards online learning or e-learning.
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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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: In this paper, an online survey based on a semi-structured questionnaire was conducted to identify the way in which Romanian universities managed to provide knowledge during the Coronavirus pandemic when, in a very short time, universities had to adapt the educational process for exclusively online teaching and learning.
Abstract: The research focuses on identifying the way in which Romanian universities managed to provide knowledge during the Coronavirus pandemic, when, in a very short time, universities had to adapt the educational process for exclusively online teaching and learning. In this regard, we analyzed students’ perception regarding online learning, their capacity to assimilate information, and the use of E-learning platforms. An online survey based on a semi-structured questionnaire was conducted. Data was collected from 762 students from two of the largest Romanian universities. The results of the research revealed that higher education institutions in Romania were not prepared for exclusively online learning. Thus, the advantages of online learning identified in other studies seem to diminish in value, while disadvantages become more prominent. The hierarchy of problems that arise in online learning changes in the context of the crisis caused by the pandemic. Technical issues are the most important, followed by teachers’ lack of technical skills and their teaching style improperly adapted to the online environment. However, the last place was assigned by students to the lack of interaction with teachers or poor communication with them. Based on these findings, research implications for universities and researchers are discussed.
556 citations
Cites background from "Online and Remote Learning in Highe..."
...In this regard, many governments took measures in order to avoid spreading the virus and to ensure the continuity of the educational process, and universities worldwide adopted online learning [2]....
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01 Jan 2020
TL;DR: In this article, the authors explored college students' perceptions of their adoption, use, and acceptance of emergency online learning and found that participants preferred face-to-face learning over online learning.
Abstract: Due to COVID-19, higher education institutions transitioned to online learning. This study explored college students’ perceptions of their adoption, use, and acceptance of emergency online learning. The factors analyzed were attitude, affect, and motivation; perceived behavioral control (ease of use of technology, self-efficacy, and accessibility), and cognitive engagement. Quantitative and qualitative data were collected from 270 students. The findings present how attitude, motivation, self-efficacy, and use of technology play a significant role in the cognitive engagement and academic performance of students. Also, participants preferred face-to-face learning over online learning. This study presents suggestions on how to improve the acceptance of emergency online learning.
406 citations
31 Aug 2020
TL;DR: This paper aims to analyze student essays in the form of perspectives or responses about the challenges of online learning during the COVID-19 pandemic by collecting fifteen students as samples in the Fundamentals of Education I course.
Abstract: COVID-19 pandemic has changed the way of learning in higher education. Teaching, and learning activities that are usually carried out with face-to-face meetings have turned into virtual meetings in various online learning applications. This paper aims to analyze student essays in the form of perspectives or responses about the challenges of online learning during the COVID-19 pandemic. This paper collected fifteen students as samples in the Fundamentals of Education I course who were actively involved in online learning activities. Online learning provides various instructions led by the lecturer. Instructions can be synchronous (communication where participants interact in the same time space as video conferencing, zoom, google meet, and WebEx) or asynchronous (time-separated communication such as e-mail, google form, streaming video content, posting lecture notes and social media platforms). This study used a qualitative approach. The researcher then collecting, reading and highlights each student's response that is considered relevant for analysis. This paper has shown so many responses about the challenges experienced by the students while studying online, such as, positive and negative impact of online learning, economic conditions, anxiety during online learning, government should think and planned, the risk of user data security, face-to-face class to online learning, ability, finding effective online learning media and expectations.
194 citations
TL;DR: In this article, a conceptual framework for distance education in the context of face-to-face education with the coronavirus has been proposed, addressing the question: What are the ramifications of implementing distance education amid coronaviral?
182 citations
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2,330 citations
"Online and Remote Learning in Highe..." refers background in this paper
...Students of today are known by many names, like digital natives (Prensky, 2001), millennial (Howe & Strauss, 2000), net generation (Tapscott, 1998) and digital generation (Wahab Ali, 2018)....
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Book•
01 Jan 1997
TL;DR: The book Growing Up Digital as mentioned in this paper profiles the rise of the N-Generation, which is using digital technology to change the way individuals and society interact, and highlights the common characteristics of this generation: acceptance of diversity, curiosity about exploring and discovering new worlds over the Internet, assertiveness and self-reliance, which result when these kids realize they know more about technology than the adults around them.
Abstract: From the Publisher:
The bestselling book announcing the arrival of the Net Generationthose kids who are growing up digitalnow in paperback. Heraled by Library Journal as one of the Best Business Books of 1997,Growing Up Digital tells how the N-Generation is learning to communicate,work,shop and play in profoundly new waysand what implications this has for the world and business.
Growing Up Digital offers an overview of the N-Generation,the generation of children who in the year 2000 will be between the ages of two and twenty-two. This group is a "tsunami" that will force changes in communications,retailing,branding,advertising,education,etc. Tapscott commends that the N-Generation are becoming so technologically proficient that they will "lap" their parents and leave them behind.
The book also demonstrates the common characteristics of the N-Generation: acceptance of diversity,because the Net doesn't distinguish between racial or gender identities,curiosity about exploring and discovering new worlds over the Internet and assertiveness and self-reliance,which result when these kids realize they know more about technology than the adults around them.
This eye-opening,fact-filled book profiles the rise of the Net Generation,which is using digital technology to change the way individuals and society interact. Essential reading for parents,teachers,policy makers,marketers,business leaders,social activists,and others,Growing Up Digital makes a compelling distinction between the passive medium of television and the explosion of interactive digital media,sparked by the computer and the Internet.
Tapscott shows how children,empowered by new technology,are takingthe reins from their boomer parents and making inroads into all areas of society,including our education system,the government,and economy. The result is a timely,revealing look at our digital future that kids and adults will find both fascinating and instructive.
2,072 citations
Book•
01 Jan 2000
2,061 citations
"Online and Remote Learning in Highe..." refers background in this paper
...Students of today are known by many names, like digital natives (Prensky, 2001), millennial (Howe & Strauss, 2000), net generation (Tapscott, 1998) and digital generation (Wahab Ali, 2018)....
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TL;DR: In this article, the authors examine technology integration through the lens of the teacher as an agent of change: What are the necessary characteristics, or qualities, that enable teachers to leverage technology resources as meaningful pedagogical tools?
Abstract: Despite increases in computer access and technology training, technology is not being used to support the kinds of instruction believed to be most powerful. In this paper, we examine technology integration through the lens of the teacher as an agent of change: What are the necessary characteristics, or qualities, that enable teachers to leverage technology resources as meaningful pedagogical tools? To answer this question, we discuss the literature related to four variables of teacher change: knowledge, self-efficacy, pedagogical beliefs, and subject and school culture. Specifically, we propose that teachers’ mindsets must change to include the idea that “teaching is not effective without the appropriate use of information and communication technologies (ICT) resources to facilitate student learning.” Implications are discussed in terms of both teacher education and professional development programs. (Keywords: teacher change, teacher knowledge, teacher beliefs, technology integration)
1,618 citations
TL;DR: It is concluded that home access to computers will be a continued area of inequality in American society, and that schools must play a critical role in ensuring equal opportunity for less-advantaged children to access the benefits of the more intellectually powerful uses of computer technology.
Abstract: As computer technology becomes increasingly prevalent throughout society, concerns have been raised about an emerging "digital divide" between those children who are benefitting and those who are being left behind. This article presents results from new analyses of national survey data describing children's differential access to computers in school and at home, and the varying conditions that affect how children experience computers. For example, responses from a nationwide survey of teachers suggest that, as of 1998, more than 75% of students had access to computers at school. In fact, those teaching lower-income students reported weekly use of computers more often than those teaching higher-income students. But the nature of children's experiences using computers in school varied greatly by subject and teacher objectives, and the data suggest that lower-income students use computers more often for repetitive practice, whereas higher-income students use computers more often for more sophisticated, intellectually complex applications. Differences between low-income and high-income children's access to home computers were far less subtle. Survey data indicate that only about 22% of children in families with annual incomes of less than $20,000 had access to a home computer, compared to 91% of those in families with annual incomes of more than $75,000. And among children with access, those in low-income families were reported to use the computer less than those in high-income families, perhaps because most low-income families with computers lacked a connection to the Internet. The two most predictive factors of children's use of home computers were the child's age and the computer's capabilities. The author concludes that home access to computers will be a continued area of inequality in American society, and that schools must play a critical role in ensuring equal opportunity for less-advantaged children to access the benefits of the more intellectually powerful uses of computer technology.
461 citations
"Online and Remote Learning in Highe..." refers background in this paper
...Likewise, Ruzgar (2005) agrees with (Becker, 2000) that it is common in universities and colleges to provide online resources to supplement traditional teaching methods....
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...Subsequently universities and colleges have started implementing applications like Moodle and educational Blogs to supplement existing pedagogy and practice (Becker, 2000)....
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