ABSTRACT
Given the growing burnout of teachers during the pandemic, it is necessary to recommend that higher education institutions apply careful planning in developing teacher well-being programs. Therefore, the main objective of this paper is to investigate the well-being of teachers in higher education to reveal the well-being tendencies. Sustaining and developing teacher well-being programs represents a high priority for higher education institutions. This paper first conducted a systematic literature review to identify and critically appraise available secondary data. Second, a short survey was conducted to explain teachers' responses to identified psychological factors from the systematic literature review. Moreover, the authors interviewed several teachers to collect more evidence. Lastly, the authors synthesized all information to present conclusions and recommendations. The findings of this paper illustrated significant factors in relation to the well-being of teachers and revealed the well-being tendencies. Moreover, it outlined a foundation for further research to investigate sustaining teachers' well-being. This paper is the introductory paper of the research, which has been in progress for the last two years. The current paper offers much-needed evidence to the researchers and not only to enhance or propose or even create one universal model for teachers' well-being. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
ABSTRACT
The global pandemic obliged universities as a whole to move their educational activities onto online platforms. Many universities were not primed for such a sudden change, therefore their online teaching‐learning methods progressed steadily. The present demarche aimed to identify students’ perception towards online education during COVID-19 pandemics. The study applied qualitative and quantitative research methods to explore and analyze information. The research process was divided into two main phases: literature review, and survey study with closed and open-end questions. The study received responses from 156 randomly selected students on various study levels. The vast majority of the students agreed that currently, online education is teaching-learning trend. Students positively evaluated the educational process, while indicating that the instructors were getting better with software platforms. Lastly, most of the students believe that online education is second to the inperson classroom experience. © 2021, National Defence University - Carol I Printing House. All rights reserved.
ABSTRACT
Today, technology-mediated interaction became a significant medium for teaching and communication. The Covid-19 has affected and continues to impact the global educational systems. Everything will go back to normal, however, with “New reality”. Teaching on various virtual platforms demand distinct interaction and engagement. Consequently, the success of a virtual student-teacher relationship cannot be achieved without proper communication. The research goal was to study the impact of technology-mediated interaction and explore new channels for effective student-lecturer communications in times of disruption. First, the research explored synchronous vs. asynchronous teaching. It discussed the advantages and disadvantages of technology-mediated learning. Second, the research examined the major tools of virtual platforms. Moreover, it compared live classes vs. pre-recorded vs. no video classes. Lastly, the research underlined the major troubleshooting tips with solutions. The research applied quantitative and qualitative methods. Theoretical data was obtained and analyzed through available literature. The study conducted interviews and an online survey to obtain essential information on technology-mediated interaction among students and lecturers. The results expect to fill the vacuum in teaching and computer-mediated communication in times of disruption. The research showcases the significance of student-lecturer communications for effective classroom interactions. The research provides recommendations for universities and lecturers to effectively navigate in challenging times. © 2021, The Author(s), under exclusive license to Springer Nature Switzerland AG.