Virtualization of Higher Education during COVID-19: A Successful Case Study in Palestine (original) (raw)
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Virtual Learning During The COVID 19 Pandemic A Disruptive Technology In Higher Education In
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Virtuality in university teaching-learning versus COVID-19
Revista Tempos e Espaços em Educação
The research aimed to analyze the use of virtual resources in teaching-learning in times of pandemic at the Daniel Alcides Carrion National University. The methodology used was of qualitative approach through field work to explain the behaviors assumed in the processes of learning management by students and teachers. The information was collected through various techniques such as observation of virtual classes, documentary analysis, and focus groups with students, unstructured interviews and, in depth, with experts in the subject that allowed us to conduct the discussion and triangulation. The results allowed us to affirm that students recognize the importance of technology and the use of ICTs for their professional training; in addition, students and teachers have been demonstrating high levels of value, responsibility and commitment to their learning.
International Journal of Learning, Teaching and Educational Research
Regardless of whether educational institutions had experience of using online teaching, the COVID-19 pandemic forced a sudden switch to fully virtual delivery mode, which presented challenges at both institutional and instructional levels. At the time, not much information about these experiences was available to guide education during lockdown. This study, therefore, explored the virtual learning experiences of a Maldivian higher education institution that had practiced virtual learning before and during the pandemic. Data was collected from 52 participants – a senior management member, four lecturers, and 47 students - through conducting semistructured interviews, studying students’ reflection journals, doing lesson observations, and reviewing documents. Thematic analysis of the data revealed several changes had occurred in the teaching process of the college. Significant modification of the instructional setup, structural arrangements, and the psychological readiness of students ...
Proceedings of the 15th International Technology, Education and Development Conference (INTED2021), 2021
In 2020, the coronavirus outbreak and the second wave that followed this outbreak compelled Higher Education (HE) institutions worldwide to cancel campus-based teaching and conduct a variety of lessons remotely. This transition was implemented in a short period because it was deemed necessary to maintain continuity of teaching and learning provision. Even in ordinary times, i.e. in periods that do not necessitate a hurried implementation of remote learning, several challenges are associated with distance education. The objective of this paper is to critically consider whether this rapid transition from traditional modes of teaching and learning to online delivery was effective and what issues emerged from the learners' perspectives. Specifically, this study focuses on a public university in Cyprus that previously to the pandemic predominantly offered face-to-face teaching. Data was gathered through an online questionnaire (n=86), and a thematic analysis was undertaken to determine the learners' perspectives on the rapid transition to online learning. The results of this investigation indicate that the learners were confronted with a variety of challenges ranging from pedagogical to technical. It is argued that to a large extent these challenges can be resolved by addressing the professional development of academic staff regarding teaching and learning online.
Innovative Higher Education
The purpose of this study is to examine faculty's views about the move from face-to-face (F2F) instruction to online due to the COVID-19 pandemic. The researcher used Q methodology [Q], a mixed method, to determine and describe faculty views about this situation. The participants sorted 36 statements to reveal and describe their subjective viewpoints. In Q, similar sorts are grouped together mathematically into factors, each representing a unique viewpoint. The Q-sorting process is reflective and self-referent. The operation of sorting items allows participants to provide their internal viewpoint. This is different from responding to a Likert-type survey. Additionally, the analyses allow for differentiation of views rather than an aggregate of views. Each unique viewpoint is described by a representative sort, distinguishing statements, and participants' post-sort responses. Three views emerged: Techies who like to teach (the view most positive in relation to teaching online); Overwhelmed as human beings (populated by caregivers); and It's about what cannot be done online (those who are focused on the limitations of technology and abilities for online instruction). Generally, faculty felt frustrated with their ability to best support their students within the online format. Administrators should consider the results of this study to better understand the instructional and mental-health needs of faculty especially in an emergency situation, such as COVID-19. The findings indicate that creating the best learning situations for students is not one-size-fits-all and Innovative Higher Education
2020
Amidst the outbreak of COVID-19 worldwide, virtually all national governments declared a “lockdown” of all institutions in a bid to curtail its spread. This posed serious challenges to programme delivery and assessment in Higher Education Institutions (HEIs), with foreseeable long and short-term consequences. This study investigated the effectiveness of virtual programme delivery and assessment in Higher Education Institutions (HEIs) during the COVID-19 (Corona Virus) pandemic, from a global perspective. The study assesses the success rate of virtual teaching and learning via various online platforms that were set up to make up for time lost due to the unanticipated global HEIs closure. Organisational Change Theory was used to inform the study, within the confines of simple qualitative research approach. Data were collected using interview while participants were selected through convenience sampling technique via online platforms such as the reputable online academic community, ema...
Virtual Learning Environments: University faculty experiences during and after the COVID 19 pandemic
Revista teoría educativa, 2022
To improve and innovate the teaching and learning process, it is necessary to develop or use technological means that allow effective communication between teachers and students. Likewise, the use of virtual learning environments, with the appearance of COVID 19, have become a priority in teaching practice, revolutionizing many fields of engineering and the educational system in general. A mixed approach research with descriptive and correlational design was carried out in a sample of 59 teachers, whose objective is to share the experiences of professors of a higher education institution, during and after the pandemic, on the use of virtual environments, such as Moodle and Google Classroom. Also, the benefits and difficulties encountered in virtual classes and currently, in face-to-face classes. Some of the results are 67.2% of the professors already knew about the use of learning environments, but even so, 98.2% concluded that they did develop new skills and aptitudes, most frequently 71.4%, in the creation of courses in virtual platforms and 66.1% in basic competencies in the use of virtual learning platforms, as others to promote quality and educational innovation in the institution.
Journal of Medical Education Development
Background & Objective: Soon after the outbreak of COVID-19, Universities of medical sciences was forced to shift from face-to-face education toward online educational activities according to WHO recommendation to observe physical distancing. Therefore, the present study was conducted to determine the quality of virtual education classes from the perspective of students and professors at Ilam University of Medical Sciences. Materials & Methods: This cross-sectional study was conducted in five faculties of Ilam University of Medical Sciences in 2020. Thirty professors and 370 students participated in the study by convenience sampling. Data were collected using a researcher-made questionnaire based on the viewpoint of university professors and students about the quality of virtual classes. The questionnaire included 30 questions in four sections: the ability to use the educational system, feelings and attitudes towards the virtual class, learning and educational environment, interactive learning and perceived effectiveness, plus five questions addressing satisfaction with the training course. The data were analyzed using independent t-test at a significance level of P <0.05 by SPSS 22 software. Results: The mean and standard deviation (SD) score of the quality of virtual education classes from the perspective of professors and students was 48.6(16.2) and 47.9(25.9), respectively, which is considered moderate. There was a significant difference between professors' and students' viewpoints about satisfaction with virtual education classes (P= 0.004), indicating that the professors were more contented than students. Conclusion: Generally, professors and students rated the overall quality of virtual classes as moderate, and they were also relatively satisfied with the course.
Society and Economy
The COVID-19 pandemic has resulted in a widespread shift to online education around the world and in Hungary, too. Educational institutions from kindergartens to universities were forced to adapt rapidly to this new situation, when the space of education moved from classrooms to online video meetings; the regular methods and tools needed to be changed or modified. Nonetheless, we should keep in mind that online education itself was an already existing concept before the pandemic as part of digitalization as a current societal megatrend, however it was not widely used in educational institutions across different programs. By 2021, there are university students who have mostly or exclusively participated in higher education online. Online classes could be a new normal situation to these students instead of the pre-pandemic personal activities in physical classrooms, leading to altering the norms of participation. In our research, we collected answers to open-ended sentences from such ...