Factors affecting the public higher education institution (PHEI) acceptance of online meetings applications during COVID-19 pandemic: an empirical study

PurposeIn order to ensure effectiveness of staff's performance using online meetings applications during coronavirus disease (COVID-19), having the behavioural intention is mandatory for staff to measure, test, and manage the staff's data. Understanding of Public Higher Education Institution (PHEI) staffs' intention and behaviour toward online meetings platforms is needed to develop and implement effective and efficient strategies. The objectives of this paper to identify the factors that affect staff to use online meetings applications, to develop a model that examining the factors that affect PHEI staff to online meetings applications and to validate the proposed model. This study used a cross-sectional quantitative correlational study with using UTAUT2 model by validating the model and mediating variables to enhance the model's explanatory power and to make the model more applicable to PHEI staff's behavioural intention.Design/methodology/approachThe data were collected in Malaysia from March to May 2021. The survey took place using Google form and was send to PHEI staff for answer. This research particularly chooses PHEI as the location to carry out the research due to two main factors. Statistical analysis and hypotheses were tested using structural equation modelling based on the optimisation technique of partial least squares. SmartPLS software, Version 3.0 (Hair et al., 2010) was used to conduct the analysis. A conceptualised estimation model was "drawn in” the partial least squares structural equation modeling (PLS-SEM) to analyse the consequences of the variables' relationships. In essence, the PLS-SEM simulation was carried out in a model by assessing and computing various parameters that included elements like validity, durability, and item loading. Henseler et al. (2009) suggested a two-step method that includes PLS model parameter computing. This is accomplished by first solving the estimation model in the structural model independently before calculating the direction coefficients. The results of data analysis using SmartPLS findings and interpretation of the data are addressed. The questionnaire was extensively examined to ensure that the data obtained were presented in a clear and intelligible manner, with the use of figures, and graphs.FindingsThis current study found that the usability of the material, the reliability of operating, the impact of the PHEI staff's views on its usage, and finally the familiarity with the online meetings platforms influenced PHEI staff's behavioural intention for adoption and long-term use of online meeting platforms using UTAUT2. The staff's behavioural intention for using online meeting platforms was significantly influenced by the effort expectancy, facilitating conditions and habit of online meeting platforms. There was a clear association between "Habit” and "Behavioural Intention” for the usage of information technology in learning in several studies (El-Masri and Tarhini, 2017;Uur and Turan, 2018;Mosunmola et al., 2018;Venkatesh et al., 2003). As a consequence of the utility of online meeting platforms in daily staff meetings and learning activities, this technology has been adopted.Originality/valueThis study used UTAUT2 and structural equations modelling in this study to assess respondents' perspectives on the use of online meetings platforms in PHEI, since users' perspective is a significant factor in the adoption and acceptance of online meeting applications. Staff's behavioural intention to use online meeting platforms was effectively enhanced by "Effort Expectancy,” "Facilitating Conditions” and "Habit” in this study. The study shows that identifying PHEI staff's perspectives will effectively increase the staff's aversion to utilising online meeting platforms for online meetings purposes.

Considering the complexities of virtual student mobility as an approach to inclusive internationalisation in the post-pandemic period

The COVID-19 pandemic increased virtual student mobility as an elective choice and an emergency solution. Whether brought on by the pandemic or encouraged as a solution for more sustainable international education programming, virtual student mobility is a complex method for making internationalisation more inclusive. This qualitative research examines 16 Erasmus students' experiences with emergency virtual student mobility during the COVID-19 pandemic, alongside a reflective assessment of two scholar-practitioners. Findings revealed three themes: teaching and learning challenges, the burden of environmental code-switching, and deficient intercultural socialisation as a result of missed experiences. Overall, results and findings show that some virtual student mobility programs were perceived as a concrete challenge, disappointment, and inadequate learning experience for Erasmus students. The results also challenge the purported inclusiveness of virtual student mobility programs. The paper concludes with the need to reconsider virtual student mobility as inclusive internationalisation, and offers concrete implications for policy, practice, and research.

A comparison of online and face-to-face teaching of economically oriented master's degree university studies

PurposeThe aim of this paper is to evaluate the influence of distance learning of the subject Operational Research in terms of the impact of the COVID-19 pandemic on the quality of teaching and the success of this course, to find out the satisfaction of students with the online learning, and the impact on the performance.Design/methodology/approachGrades of students from the subject were collected from the Faculty of Business and Economics of Mendel University in Brno between 2009 and 2021. A questionnaire concerning the views of students on online teaching of the subject and its comparison with face-to-face teaching was conducted, and the data obtained from 94 respondents were statistically processed by cluster analysis and the K-means method.FindingsA comparison of the results of examinations from the years taught in classical face-to-face form and from the period when teaching took place only online showed no significant effect on the final grades of the students. The results show that the students were basically divided into two-halves: one-half that preferred online teaching and the other that supported a more face-to-face form of teaching. Most of the students highly appreciated the tutorial videos provided because of the possibility of repeated viewing.Originality/valueThe paper shows that online teaching may be a suitable replacement for standard teaching. The paper answers the question whether some online elements can be integrated in the standard form of teaching.

The impact of COVID-19 on prior and current learning

PurposeThe purpose of this paper is to measure the effects of COVID-19 on student learning. Using boundary theory and border theory, the authors hypothesize that learning will be highest in 2019, the year before the pandemic, and lowest in 2020, the year that the pandemic began.Design/methodology/approachParticipants were business students at an American university. The authors administered the same 88-question multiple-choice exam in a capstone course in May 2019, May 2020, and May 2021. Ten questions measured learning in the capstone course (current learning), and the remaining questions assessed learning from prerequisite courses (prior learning). Any year-to-year differences in test scores may be attributed to the effects of COVID-19.FindingsCurrent learning was exactly as hypothesized. It was highest in 2019 and lowest in 2020. Prior learning appeared to be completely unaffected by the pandemic. It increased slightly but insignificantly throughout the three years. The authors conclude that home–school boundary and border problems caused by the pandemic inhibited the ability of students to remember what they had recently learned but did not prevent them from demonstrating knowledge of information that they had acquired in pervious semesters.Originality/valueThe authors add value to the body of knowledge about the effects of COVID-19 on student learning because (1) our dependent variable is cognitive. Most other studies have modeled attitudinal dependent variables such as satisfaction;and (2) this sample is located within the United States. Most other research has utilized participants in other countries and their results may not generalize to the American context.

Reassessing Student Assessment During and Post-COVID-19: Experiences in the LIS Program

Library and Information Science (LIS) education is very different now from how we used to know it. Currently, reassessing student assessment has been at the heart of several experiments to do away with over-emphasis on retention, reproduction, and memorization. This article highlights both sides of the debate—traditional versus e-assessments—and answers critical questions about the controversial topic. The research draws on a viewpoint approach with dependence on the author's opinion and interpretation of the literature review in the pro-con discussion where both sides of a controversial traditional versus digital assessment topic are presented. We should not shy away from confronting uncomfortable truths. Assessment involves humanizing, power negotiation, empowerment, entitlement, persuasion, substitution, and student care. We require a multifaceted effort to seize the moment of COVID-19 to improve assessment by blending traditional and electronic forms. The originality is the enrichment and domestication of LIS education in a more nuanced discussion and evaluation of changes in student assessment brought on by the shift to online education during the pandemic. The conclusion indicates the need to meld traditional and innovative modes of assessment, which should be an ongoing part of any successful educational program modeled on context-specific needs.

Think Like a Scientist and Engineer: Schools, University, and Community Partnerships Using an Aquaponics Project During COVID-19

One way to expand the time spent teaching science in elementary grades and teacher access to science resources is through partnerships with local universities. This article examines one collaboration that aimed to help students "Think Like a Scientist and an Engineer " using aquaponics. This self-sustainable garden combines aquaculture (fish farming) and hydroponics (growing plants in water). The Biological Sciences Curriculum Study (BSCS) 5E Instructional Model was used to introduce the aquaponics project. This article first discusses the University-School partnership, highlighting the project logistics, successes, challenges, and lessons learned, andfollows up with recommendations for future STEM teaching projects.

Nursing Student Teaching-Learning: Resonances and Dissonances of Caring/Care

Objective: To describe and analyze the resonances and dissonances of caring perceived by the student during the teaching-learning process. Method: A qualitative, descriptive study with a phenomenological and dialectical approach. The information was collected utilizing an in-depth interview, using thematic content analysis. Twenty-one nursing students from the ninth and tenth cycles of a private university took part in the study, and the setting was the nursing school in the city of Trujillo. Results: four categories emerged: resonances of care, dissonances, awareness in the practice of human values, and innovative strategies. Conclusion: Teaching-learning with resonances of humanized care is visualized when the teacher is open, attentive, and transmits values, trust, and empathy, generating a sensitive and humane environment. But students also perceive dissonance as teacher neglect generated by negative attitudes. The teaching-learning process requires constant innovation so that nursing care is transmitted in the best way from a humanistic, scientific, ethical, and technological point of view and is experienced by the actors involved: teachers and students.

Burnout syndrome and remote learning strategies during the pandemic of COVID-19: a longitudinal study of Agrarian Sciences students

Purpose:We aimed to evaluate the levels of Burnout Syndrome (BS) in Agricultural Sciences students, both before and during the COVID-19 pandemic period.Design/methodology/approach:We accessed 77 students for Burnout Syndrome using the Maslach Burnout Inventory-Student Survey (MBI-SS) on two occasions, the first in February and the second in October 2020. Sixty-three students completed both phases. The data were analyzed in a mixed factorial scheme (Three-way ANOVA;p < 0.05).Findings:Academic efficacy improved over time without interference of sex or physical activity frequency (p < 0.001). The emotional exhaustion domain significantly reduced over time in women who declared to practice physical activity (p = 0.037). A similar effect was observed in both men and women for the cynicism domain (p < 0.001). Online teaching strategies and the regular practice of exercise were associated to reduced levels of BS during the pandemic.Practical implications:The adoption of the emergency remote education system (ERE) associated with the practice of exercise can mitigate the harmful effects of the COVID-19 quarantine on the mental health of students.Theoretical implications:The ERE can be an effective strategy to mitigate BS levels in Agricultural Science students in the post-pandemic period.Originality/Value:This is the first study that presents results of BS in students of Agricultural Sciences, comparing before and during the COVID-19 pandemic.

Personality traits and conflict management styles via job performance in higher education

PurposeThis study aims to examine the direct and indirect relationships between Personality Traits (PTs) and Conflict Management Styles (CMSs) through Job Performance (JP) in Pakistan.Design/methodology/approachThis is a quantitative study that employed a survey questionnaire to collect cross-sectional data from academic leaders of Pakistan's Higher Education Institutes (HEIs). The researchers derived this study's findings from 320 useable responses.FindingsThe authors used a Structural Equation Model (SEM) which shows a positive and significant effect of agreeableness on Integrating Styles (IS), Avoiding Styles (AS), Obliging Styles (OS), Compromising Styles (CS) and Dominating Styles (DS). Extraversion has a positive and significant effect on IS, OS, DS and CS. Emotional Stability (ES) is the positive and significant predictor of IS, AS, OS and CS. The conscientiousness trait has a positive and significant effect in predicting IS, OS, DS, CS and AS. Likewise, openness has a positive and significant effect on IS, OS, DS and CS. On the other hand, extraversion and openness have a negative and insignificant effect on AS. Finally, amongst HEIs' academic leaders ES is the negative and insignificant predictor of DS.Practical implicationsThis study's findings offer additional insights into understanding the direct and indirect connections between PTs and CMSs through JP. These support the development of effective policies and organizational arrangements to resolve and manage conflict and employee behaviours. Finally, through another contribution of empirical evidence, these findings further enrich the worth of the literature.Originality/valueThis study's findings provide both, directly and indirectly, the original contributions of Pakistan's HEIs' academic leaders PTs and CMSs.

Teachers' Perception of Teaching and Learning During to Post Covid-19 Pandemic Era: A Case of Indonesian Mathematics Teachers

This study explores secondary school mathematics teachers ' perceptions of teaching and learning during to post the COVID-19 Pandemic. The Quantitative data were collected through a survey of 45 secondary school mathematics teachers (34 females and 11 males). Moreover, the qualitative data were collected through semi-structured interviews with four secondary school mathematics teachers (2 females and two males). The quantitative data were analysed statistically. Moreover, thematic analysis was used to analyse the qualitative data. The quantitative results indicate a significant connection between teachers ' difficulties in teaching and learning and their profiles: their school type, academic degree, and professional qualification. The secondary mathematics teachers ofpublic schools faced more obstacles than the teachers of private schools. The qualitative analysis showed thatfive main instructional aspects might affect teaching and learning success during the pandemic era: learning modes, learning activities, learning media, learning tools, assessment, and time consumption.

Preparing university teachers for times of uncertainty: the role of a transnational pedagogical-development training in Palestinian higher education

PurposeThe aim of this study is to explore the extent to which a transnational pedagogical training affected university teachers' approaches to teaching, as well as their efficacy beliefs and cultural perceptions, and to examine how such training could stimulate teachers' pedagogical-development processes beyond the specific context.Design/methodology/approachAn explanatory sequential mixed-methods design was adopted for the study. Quantitative data were collected through an online self-reported questionnaire from two-independent samples, both before (n = 119) and after (n = 110) the training. Qualitative data were collected after the training through episodic narrative interviews with five teachers.FindingsThe quantitative and qualitative findings indicate contradictory aspects of the teaching approach and perceived culture. While the questionnaire responses highlighted the dominance of teacher-centred teaching approaches and an individualistic culture, a thematic analysis of the interview data showed that teachers experienced pedagogical development as (1) increasing student engagement, (2) improving their own teaching practices, (3) a community activity and (4) an institutionalised process.Research limitations/implicationsThe design of the current research may have limited the authors' potential to deeply investigate the effect of the transnational pedagogical training, as only snapshots of the teachers' perceptions were elicited. Future studies might consider a within-subject longitudinal design to thoroughly follow teachers' trajectories in learning and development over time.Practical implicationsThe research findings suggest that transnational pedagogical training initiatives are to be promoted amidst these uncertain times. Even though the focus of the study was not to explore the teachers' perceptions of teaching development during the pandemic, the current results imply that the mentioned training helped teachers in tailoring their pedagogical practices to suit the unexpected online teaching settings.Originality/valueThe study adds to the relatively new literature on the perceived effect of transnational pedagogical training initiatives. This study's findings contribute to the body of knowledge related to pedagogical development in fragile and conflict-affected contexts.

Collaborative Behavior or Collusion? Investigating Unpermitted Collaboration on Homework Among College Students

Although postsecondary students' rate of academic dishonesty has been consistent over the last 50 years, the most significant increase in cheating has been in unpermitted collaboration. Given the changing learning environments necessitated by COVID-19, this study investigates how 12 college students at a highly selective Research 1 institution view collaboration, specifically unpermitted collaboration on homework, and how their attitudes are shaped by faculty guidance or lack thereof. We conclude by discussing how both student and faculty perceptions of collaboration may be affected by the impact of COVID-19 and how academic integrity may be influenced by this impact.

The Transition from Emergency Remote Teaching to Quality Online Course Design: Instructor Perspectives of Surprise, Awakening, Closing Loops, and Changing Engagement

Colleges and Universities across the country closed campuses in March 2020 as the coronavirus spread worldwide and transformed into a pandemic. It became evident when the Center for Disease Control and Prevention (CDC) made recommendations for social distancing that would not allow the return of normalcy on campus for the rest of the semester. Professors and instructors across the world made the transition from their face-to-face classes to emergency remote teaching in one of the most disrupted academic semesters in decades. Students transitioned with their professors into one of the most unprecedented shifts in academia that has ever been accomplished by going completely online in a matter of weeks. The term Emergency Remote Teaching (ERT) was coined by the academic community early on to signify the contrast between the quick transition of face-to-face courses to an online platform and a high-quality online education. Expectations for educator traits in this unprecedented time included flexibility, adaptability, and a willingness to meet students where they can. With lack of shared governance, institutional administration required faculty to attend professional development trainings and design to develop new online courses to transition their ERT to quality online courses during the 2020 summer months. In this phenomenological dissertation study, seven community college faculty members express their experiences in the efforts they made in transitioning their ERT courses to quality online courses. This study revealed what components of the professional development were impactful and prompted lasting change, and what lessons were learned that should be avoided.

The Impact of the COVID-19 Pandemic on Students' Learning at Universities in the Gauteng Province, South Africa

Measures that were put in place to combat the spread of COVID-19, such as lockdowns, movement restrictions, and social distancing, resulted in remarkable changes in the traditional educational systems. Online learning was implemented to replace face-to-face teaching and learning, albeit with several challenges and varying levels of unpreparedness. The present study examined the impact of COVID-19 pandemic on university students' learning and emotional stability with the aim of understanding the impact of the changes on students. A questionnaire was administered online to 254 registered students at three universities in the Gauteng province of South Africa. Results showed that for the majority of participants (84.9%), their source of internet connectivity for learning was data provided by the universities, while 21% of participants made use of the Wi-Fi also provided by the universities. However, the data for 91.9% of participants depleted before new data could be provided in a new month resulting in 30.9%, 30%, and 29.2% of participants buying, borrowing, and stopping to learn, respectively. On average, 33.7% of participants were neutral about having adequate time for studies and their academic performance improving during COVID-19 pandemic. In addition, 33.9% of participants were neutral about receiving adequate assistance from lecturers (34%) and family members (33.7%) during COVID-19 pandemic. Furthermore, 30% of participants indicated that they were neutral and disagreed that they were getting sufficient resources for studies during COVID-19 pandemic. Loneliness and boredom were the main problems faced by most participants since teaching was mostly done online. To make online teaching and learning more effective, it is recommended that more data and support are provided to the students by the university management so that teaching and learning as well as students' academic performance can be enhanced during future similar situations.

Remembering New Vocationalism: Reinforcing the Future of Workforce and Professional Development in the Community College

The concept of new vocationalism reached its height in the 1990s and 2000s as views evolved regarding how community colleges should provide relevant vocational education for students. The concept of new vocationalism is here brought into the present moment by mapping theoretical lineages and emphasizing the current and future practical implications at the nexus of the community college sector and a post-COVID-19 economy. Reforms centered around the principles of new vocationalism have led to more inclusive opportunities for learners from varied diverse and marginalized backgrounds, though the influence within career development and community colleges often goes unrecognized. Implications for educational leaders are discussed, including refocusing outcomes on the needs of diverse learners and bridging the gap between students' academic and vocational educations. Specific considerations are also provided to further solidify new vocationalism principles in workforce and professional development programs within community college and career development contexts. Consideration first needs to be given to building programming that develops students' professional identity with a willingness (from both student and educator) to push back against exclusionary ideas of professional, professionalism, and industry practices that are not focused on employee inclusion. Further, equity and access should remain foundational to all programs if these structures are to remain relevant. Specific recommendations are given for incorporating the equity-mindedness approach when developing workforce and professional development programs and curriculum, with increased consideration being given regarding the reality of how well workforce and professional development programs are currently preparing students for life-long career success, growth, and adaptability.

Working Across the Aisle: Connecting Enrollment Management to Financial Aid to Re-Enroll College Students with Satisfactory Academic Progress Concerns

Students who leave higher education before earning a credential ("stop outs") often do so for failing to maintain satisfactory academic progress, or SAP. This article details why enrollment managers must work with their financial aid counterparts to smooth students' re-entry to higher education, focusing on SAP alleviation strategies.

Teaching With Covid: Within and Without

The COVID-19 pandemic that was initially believed to be a health crisis not only encouraged most organizations to revisit and re-adjust their working mode and style but also brought drastic changes into the work of educational institutions. The onset of pandemic paved ways for modern technologies and classroom routines to make language teaching compliant with certain preventive measures. Preliminary research into the successes and. failures earned throughout online teaching in Armenia may provide a solid background for identifying which language teaching practices that started during COVID-19 would be retained or dismissed. The paper looks into some instructional changes that might impact the planning and delivery of in-person lessons after the retreat of the pandemic.

Educational Management in Times of Pandemic: A Panoramic View in Latin America

As a result of a systematic review obtained, eight levels of constructs: educational inequalities, online education, Covid's impact, educational management, and Covid's effects, innovator leadership, resilience, home as an adaptation source, and, finally, sustainable actions. The results showed that the pandemic put in evidence a big social gap between educational communities in Latin America where access to the obtention of technological resources to teach-learn process and handle digital competencies in teachers. In addition, it showed many inequalities in people to energy and connectivity access as minimal conditions to do educational activities, meanwhile health restrictions during Covid-19.

Social Studies University Students' Perspectives of e-Learning Classes: A Case Study

Instructional institutions have worked hard to improve their curricula and educational activities to keep up with the information and communication revolution. E-learning is one of these applications that stands out the most since it has changed how traditional education is delivered at institutions and the responsibilities and roles of students and teachers. This study explores how social studies students perceive the effectiveness of online courses offered by Jordanian universities. Data was gathered using a questionnaire that contained scales for e-learning quality and student satisfaction. A Jordanian university 's 421 students made up the study sample. The results showed that the overall content quality of e-learning courses was medium. The student's level of satisfaction with the quality of the e-learning classes was moderate, and the e-learning classes' form quality was very high. According to the study, providing lessons with a clear hierarchy or framework is best to make learning easier. Additionally, the study suggests including as many students as possible in the e-learning session and hearing their opinions.