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New advancements emerge in times of crisis. Throughout history, there have always been new developments in our political, social, and economic structures and technologies after wars, revolutions, and major natural disasters. Now, in times of the global COVID-19 pandemic in 2020-2021, it is critical for both educators and learners to adapt to different and new ways of learning, to stay ahead of the latest technologies and applications, and to empower our learners in transitioning to the new age of artificial intelligence. The case study that follows describes how our university in Canada transitioned from on-campus classes to remote synchronous delivery with an online asynchronous component during the COVID-19 period of campus closures. Comparison of this transition is made to other postsecondary contexts to highlight how such critical transitions may be eased in the future. The closure of universities in Canada and the move to online delivery happened abruptly as COVID-19 worsened and forced us to teach from our offices at home in mid-March 2020. I explain the teaching solutions that I found useful in transitioning my students to remote synchronous and online delivery. In addition to describing changes in our teaching and learning, I compare our experiences during this transition to other contexts and postsecondary classes to illustrate how and why preparation and adaptations are important. © Springer Nature Switzerland AG 2021. All rights reserved.
ABSTRACT
The coronavirus disease 2019 pandemic brought seismic changes to schooling which few could have anticipated. Across the four countries of the UK, (England, Scotland, Wales and Northern Ireland) urgent changes to the locus and focus of education were required. This paper conceptualises how headteachers led their schools in the use of digital technology as they adjusted to teaching and learning in the early stages of a UK wide school ‘lockdown'. The study uses data from extensive interviews with the headteachers of 12 schools across all phases of learning in schools in all four countries in the UK. The analysis uses elements of Cashman's et al.'s (2014) ‘leadership by convening' lenses to conduct a threefold analysis of the transcripts: the direction of communications (internal/external);the timeframes (synchronous/asynchronous);and headteachers' perceptions of how their digital technology helped them navigate challenges. These challenges are classified as: (a) technical – The solution required technology or technical expertise;(b) adaptive – The solution required a change in behaviour by at least one party in the communication process (internal or external);(c) organisational – solutions to these challenges contained both a technological and a behavioural component. A new model of leadership with technology is suggested. [ FROM AUTHOR] Copyright of Management in Education (Sage Publications, Ltd.) is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
ABSTRACT
The usage of mobile technology had been a burning issue in the nation with the prevalence of COVID-19 in society. The research problem was centered on the perception and acceptance of mobile technology in the education industry as it relates to students and teachers. It also ascertained the student achievement, motivation, and willingness to use mobile devices in a high school setting of students in grades ninth through twelfth. The development of mobile technology will massively impact the education industry making accessibility, and knowledge management simple. The purpose of the study was to add to the body of knowledge using a qualitative process of adoption of mobile technology by High School Students, assessing their self-efficacy, motivation, and willingness to utilize technology. The conceptual framework involved the Frame Model, in which teachers' and students' engagement and management of change, along with potential resistance to change may exist. The model considers a device's usability and the social and learner aspects of the learning. The research method for this study was qualitative in nature from a phenomenological perspective and involved 11 participants as determined by previous research as a viable population for consideration. The key results and findings clearly revealed that more than 90% showed that the education system should encourage transitioning to technology usage. Student engagement, willingness, motivation, and confidence were boosted with the use of technology. The implication is that the potential impact for positive social change at the personal, family, and organizational levels will yield satisfaction and active participation or engagement of students in the class, home, and society at large. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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While neurosurgical advancement, both in operative and educational domains, have been rapid in the past few years, most of them were made by the countries who already have well established systems. A huge part of the world lacks such opportunities, and paradoxically they are most in need as they do not have enough learning opportunities, well-trained personnel, and available mentors for training purpose. Additionally, local field competitions leading to turf war, internal politics, red tape, and complex-ossified bureaucratic procedures also hinder the progress towards the technological advancement in these countries. The recent emergence of Covid-19 Global crisis with new recommendations for in-person activities and limitation of movement and educational activities has necessitated the implementation and development of unique tools to keep both the surgeries and education going as normally as during the pre-pandemic time. The word latest advances in management strategies and teaching methodology generally means acquisition of some new novel technology and surgical techniques. Most of them are in experimental phases and still evolving. In reality, this is a much deeper term to understand. It must include a thorough understanding of all the available techniques and application of the best ones in one's armamentarium that should lead to the best results while it is cost-effective and feasible for one's given circumstances. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022. All rights reserved.
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This paper describes a case study of an online physics laboratory course implemented for 254 engineering students at Walailak University in Thailand in response to the COVID-19 pandemic. The laboratory sequence was designed based on the United Kingdom Professional Standards Framework and covered eight experiments on fundamental concepts of motion, electricity, waves, and fluid mechanics. The experiments were conducted at students' homes using physics education technology simulations, Tracker for video analysis, smartphones, and home-based apparatuses. During the experiments, students shared their progress with classmates and lecturers through screen sharing, which facilitated exchanges of ideas and difficulties. The paper discusses the successful implementation of the online laboratory course and the challenges encountered, such as student engagement, resource limitations, and practical skill development. The insights gained from this case study may be useful for online laboratory education beyond the pandemic. [ FROM AUTHOR] Copyright of Distance Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
ABSTRACT
COVID-19 created a sudden move to online learning modes in Southeast Asia and the rest of the world, highlighting the need for updated teacher training to adopt computer- and mobileassisted learning/teaching techniques. The changes in technology provide a multimedia platform that revolutionizes how people can interact through ICT, including for education. The results of mobile-assisted language learning (MALL) on student performance have not been overwhelmingly positive. Yet, the use of technology-based instruction tools seems inevitable. The proliferation of ICT technologies, including the Internet, broadband, and mobile technologies, will continue to increase and offer advantages to tap into. How are teacherseducational service sector workers-affected by technological change? Education systems in Southeast Asia can benefit from mobile-assisted language teaching (MALT) in ways that address the specific obstacles that are faced by countries in the region. This systematic review considers the topics covered in the literature on MALT for content analysis. The implications will be considered for educational contexts in Southeast Asia. The different strategies that are employed with ICT and/or mobile technology differ from traditional classroom learning. The systematic review findings suggest that the existing research is constrained by the type of technologies studied, especially a bias towards existing technologies.
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The COVID-19 pandemic has forced some instructors to delve more deeply into the use of Web 2.0-based teaching tools and others to start using them for the first time. This article presents the results of a survey in which 1,344 Spanish university professors and 3,930 Italian professors participated, from all fields of knowledge. The objective is to assess whether university professors perceive that the use of web 2.0 tools will increase in the coming years and thus alter the way they teach after the face-to-face classroom teaching system has been restored. The results show that the perception of change is fairly high and this perception depends mainly on psychographic characteristics, such as attitude, perceived usefulness, social norms, and affective commitment to teaching. Similarities and differences between the two samples of university professors are discussed.
ABSTRACT
Highlights New media formats such as podcasts are revolutionizing the production and dissemination of knowledge in and outside of higher education. One danger is the rise of EdTech companies that have used the pandemic as an opportunity to increase profits as more individuals and systems of higher education rely on digital platforms and products. This report explores the revolutionary potential of podcasts as an education technology that does not necessarily further the privatization of education. The case of the FreshEd podcast is highlighted. The concept of "infrastructuralism” is used to show how an ethos of Open Science can challenge many exploitative academic conventions and social relations. The main problem of a digital infrastructure that does not use the profit motive, however, is sustainable financing.
ABSTRACT
As a result of the declaration of the global pandemic due to COVID-19, universities around the world had to adapt their classes to the online mode for long periods or alternate this mode with face-to-face. The lack of planning related to this change could have consequences on teaching. This study aimed to know the perception of university students about online classes during this pandemic period and to analyze some variables associated with the degree of acceptance of these classes. To do this, 266 students belonging to 20 different degrees and 14 Spanish universities have been surveyed. A questionnaire was developed based on previous studies to collect information on the experience of the students with the online modality, the comparison between the online and face-to-face modality in terms of advantages and disadvantages, and satisfaction with the online modality. The results indicate that more than half of the students surveyed prefer face-to-face training, although they perceive some advantages associated with online training. Students also perceived face-to-face training as more effective in achieving learning objectives. Satisfaction with online teaching was related to greater interaction with peers, greater student involvement in training, and better perception of the role the teacher. © 2022, Universidad Pablo de Olavide. All rights reserved.
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Disruptive events can bring about significant change and, if we can put aside the terrible human consequences of the COVID-19 pandemic, and focus on higher education, we can without doubt state that the sector globally has navigated one of the most disruptive periods, quite possibly, ever. Unlike other historical major disruptions that have often revolved around the substance of what universities teach, the pandemic has challenged conventional models of how higher education operates. Universities have had to pivot rapidly to adopt new technologies supporting novel approaches to pedagogy. It is quite remarkable that many have done this successfully, achieving what would previously have been thought impossible or something that could only happen with a great deal of preparation and time for implementation. As we emerge from this experience the key questions now are (i) which of the changes we have experienced will be permanent? and, (ii) which universities will act first to realize the benefits of these changes? Will it be the old universities—those with prestige, and with a greater weight of tradition—or the bold—the agile institutions, less hidebound by their past, and more prepared to change? Other changes—in particular the demographic transition and the fourth industrial revolution—emphasize the need for higher education to prepare for and embrace change. This paper shows that the next few years will offer significant opportunities for higher education institutions in the Arab world to challenge the existing global hierarchy of universities through offering new and innovative approaches to learning that challenge the old ways. The universities that realize this and embrace change could reap huge benefits. Those that don't will face risks and an uncertain future. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.
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The COVID-19 pandemic caused by the coronavirus has dramatically changed the lives of students all around the world, with the virus's effects profoundly impacting students' physical and emotional well-being. Due to a series of shutdowns and lockdowns, social distancing, and further closure of schools, colleges, and institutions to ameliorate the pandemic crisis, the teaching and learning process shifted to an online form. As a result, students all over the world have been forced to deal with the problem as a last resort to accepting online education. This study looked at the efficiency of online education in the current situation and the student's reactions. To enhance the online method of education for students, we examined the success characteristics of online education in the Indian state of Odisha. The study's samples were collected from the faculty members of various graduate and post-graduate educational institutions in Odisha, who were recruited by questionnaire to get an expert opinion. © 2023 by the authors.
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Virtual teams have been adopted by organizations and studied for decades. However, the COVID-19 pandemic highlighted the importance of technology-supported collaboration more than ever. This growing importance of virtual teamwork suggests that business education related to virtual team collaboration and communication is critical for students today, and universities play a significant role in equipping students with the knowledge and skillsets necessary to work in a digital world. This work reviews the literature on virtual teams and educational approaches used for teaching virtual team collaboration and communication and presents a framework for virtual team education. Survey findings and illustrative cases are gathered to demonstrate current virtual team education practices. The study concludes with recommendations for the education of virtual team knowledge and skills. © 2023 by the Association for Business Communication.
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The COVID-19 pandemic has resulted in the loss of the number of enrollees at universities in many developing countries, including the Philippines. The current study integrated the Theory of Planned Behavior (TPB) and Technology Acceptance Model (TAM) to determine factors affecting intention to enroll in the online academic year among undergraduate students during the COVID-19 pandemic. 370 Filipino undergraduate students filled the online survey, which contained 71 questions. The Structural Equation Modeling (SEM) indicated that attitude, subjective norms, and perceived behavioral control had significant direct effects on perceived usefulness which subsequently led to an engagement. Regarding the perceived ease of use, SEM indicated that it had a significant direct effect on perceived performance. Furthermore, SEM also indicated that perceived performance and engagement had significant direct effects on perceived effectiveness which subsequently led to the intention to enroll. The integrated TPB and extended TAM can be extended and applied in evaluating the behavioral motives of students to enroll in the online academic year globally that are currently affected by the COVID-19 pandemic. © 2022 ACM.
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This qualitative study examined special education teachers' perceptions of student success in online instruction during the pandemic school closures to isolate the key determinants in the differential student outcomes reported by the teachers. Data were collected from 16 teachers using semi-structured interviews and analyzed using thematic coding. The six themes that emerged from the data were that the key determinants of student outcomes were variables related to teacher, school administrator, district, student, parent, and pedagogy. The study showed that underlying deficit thinking in school professionals, lack of planned support for those parents and students needing the most support, and limited range of teaching practices were responsible for the equity gap seen in the differential student outcomes. Recommendations include training school administrators, providing parent support to access technology, addressing needs of non-English speaking families, expanded pedagogical practices, and planning for students with the most extensive support needs. [ FROM AUTHOR] Copyright of Remedial & Special Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
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[...]IRRODL has been including articles reflecting the educational community's response to the pandemic. Innab, Albloushi, Alruwaili, Alqahtani, Alenazi, and Alkathiri in their COVID-19 related paper The Influence of Sense of Community and Satisfaction With E-Learning and Their Impact on Nursing Students' Academic Achievement underscore the importance of student-student interaction and engagement in providing quality online programs. [...]in our Notes section, Rawson, Okere, and Tooth in Using Low-immersive Virtual Reality in Online Learning: Field Notes from Environmental Management Education explore the role of low-immersive VR as a desktop tool for online distance learning students.
ABSTRACT
Teacher education programs have the dual task of teaching specific subject content while also providing examples of how this content can be taught in schools. This task is especially important, and also problematic, when it comes to technology and science education, where hands-on components such as design/construction exercises, laboratory exercises, and excursions are central epistemic practices. When COVID-19 hit, Swedish universities were forced to change from campus-based teaching to online distance education, termed "emergency remote teaching (ERT).” The present study aims to investigate university teachers' experiences of how hands-on components in science and technology education worked in the ERT mode that arose during the COVID-19 pandemic. The analysis was performed with a social semiotics and community of inquiry framework, and shows that both the type of instruction and the subject content were impacted. In particular, the reduced opportunities for students to apply scientific and technical methods and the reduced ability of teachers to determine whether the students had understood their instruction generated new ways of communicating and supporting the students' learning. Therefore, analysis of meaning making in science and technology online-learning contexts needs to address the topics of the nature of science (NOS) and the nature of technology (NOT). An extended, three-dimensional model of meaning making is suggested. © 2023 The Author(s). Published with license by Taylor & Francis Group, LLC.
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The continuing spread of the COVID19 virus shows that adequate preparation for telepresence scenarios such as teleteaching is elementary for structured teaching in secondary education. There should be no negative impact on teaching quality, either in times of general crisis or simply as a measure to ensure institutional stability and individual flexibility in an increasingly digital world. State-of-the-art telepresence approaches include the possibility to use telerobotic systems or telepresence robots (TR). These systems are configured with an immersive interface such that users feel present in a remote environment, projecting their presence through the remote robot. While many professional tasks can be shifted away from the workplace rather easily, social aspects gain particular significance in the context of learning and education. By enabling physical and spatial interaction far beyond the possibilities of mere video conferencing, the high degree of social presence provided by TR can assist better learning experiences. TR can compensate for the lack of mobility or restricted travel options of students, educators or staff. TR can foster language learning and intercultural exchange, and TR can prepare students for the workspaces of tomorrow. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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With the emergence of the COVID-19 pandemic in March 2020, the transition from face-to-face teaching to online teaching was enforced in higher education institutions. The study illuminates the lecturer's reflections on practices adopted whilst embarking on the trajectory to move teaching an undergraduate research module to online platforms amid COVID-19 lockdowns at a South African University of Technology. An auto-ethnographic qualitative approach was adopted, with personal reflections as data sets. Using a Community of Inquiry (CoI) framework to analyse data, findings indicate that cognitive, teaching, and social presence are crucial in an online undergraduate research module. Significant during the lockdowns was the need for communication;the lecturer had to be present as a real person;show compassion towards students;and treat students as real people online, thus adopting humanistic pedagogy. Furthermore, the findings indicate various factors enhancing or impeding the quality of online undergraduate research pedagogical practices. Hence, the study recommends the addition of "policy presence" focusing on staff development, provision of online related resources, and ensuring a conducive environment in pursuit of inspiring and enabling both staff and students to participate in impactful research.
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The research aimed to assess the educational digital transformation in the Kingdom of Saudi Arabia during the period of the Corona pandemic. By identifying the concept of digital transformation, analyzing the foundations and mechanisms to achieve educational digital transformation, the extent to which a qualified technological infrastructure exists, and analyzing digital transformation strategies in university institutions in the Kingdom. The quantitative analytical approach was used to examine the importance of the relationship between the readiness of the technological infrastructure and the mechanisms of the digital transformation of the educational environment. To achieve the research objectives, the questionnaire was used to collect data from the research community, which is represented by faculty members from Imam Abdul Rahman bin Faisal University, one of the educational institutions in the Kingdom of Saudi Arabia. The results showed that the Kingdom has a technological infrastructure capable of absorbing the digital educational transformation, as the digital educational transformation in the Kingdom during the Corona period has achieved effective results. There was also a significant relationship between the readiness of the technological infrastructure in the Kingdom and the implementation of the educational digital transformation strategy. The research revealed that there are significant differences in favor of the categories (Females-Doctorates-High Experience), towards the readiness of the infrastructure in the educational field capable of accommodating the educational digital transformation. We recommend adequate privacy and security measures to ensure that the learning process is fully digital. © ICAS 2022.
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The empirical study focuses on the intention of teachers engaged in higher educational institutions to use the online mode for teaching and learning. The researchers use the Unified Theory of Acceptance and Use of Technology-2 for the purpose. Responses are collected from 240 faculty members of West Bengal (India) using the online survey method. The analysis of 231 responses is done with the help of Partial Least Square Structural Equation Modeling (PLS-SEM) method to test and validate the proposed model. The analysis shows that performance expectation, selfefficacy, social influence and facilitating conditions significantly influence teachers' intention to use online teaching-learning method which leads to the actual use of this ICT-based mode of education. The study also finds that age of teachers has negative and significant influence on intention to use in contrast to the positive effect of discipline. However, institutional level has negative and significant influence on teachers' actual use of online teaching-learning method.