ABSTRACT
El modo físico y la educación superior en todo el mundo se recuperan durante la pandemia de covid-19. Todas las actividades educativas se convirtieron al modo en línea, donde especialmente los sectores de educación superior no estaban preparados y, simultáneamente, nuevas técnicas pedagógicas se incorporaron a la posibilidad de impartir clases en línea. El propósito de este estudio fue el desarrollo de nuevas herramientas pedagógicas y su implementación en los sectores de educación superior. La pandemia de covid-19 nos enseñó cómo usar la nueva tecnología y el avance en la educación superior y lo que puede ser mejor para esta sociedad. Para cumplir con este objetivo, realizamos una encuesta en la que preguntamos sobre el impacto de las nuevas herramientas pedagógicas en los sectores de educación superior y sus opiniones sobre diferentes aspectos de la educación en línea durante los períodos de pandemia. El cuestionario se preparó y distribuyó en los sectores de educación superior y analizó los puntos de vista de los encuestados y sus opiniones sobre las herramientas pedagógicas y los datos. Los siguientes datos fueron analizados utilizando el software SPSS 2.0 para el estudio. Los encuestados procedían de los siguientes datos en varias regiones del norte de la India. Se distribuyeron un total de 350 cuestionarios;de los cuales se recibieron 320. Se utilizó la Escala Likert de 5 puntos, donde 01 representaba "totalmente en desacuerdo" y una puntuación de 5 representaba "Totalmente de acuerdo".
ABSTRACT
The physical mode & higher education across the world come to health during the covid-19 pandemic. All education activities converted into online mode, where especially the higher education sectors were not ready and simultaneously new pedagogy techniques were brought into the possibility to conduct online classes. The purpose of this study was to the development of new pedagogy tools and their implementation in the higher education sectors. The covid-19 pandemic taught us how to use new technology and advancement in higher education and what can be best for this society. To fulfil this aim we conducted a survey in which we asked about the impact of new pedagogy tools in the higher education sectors and their opinions on different aspects of online education during the pandemic periods. The questionnaire was prepared and distributed in higher education sectors and looked into the views of the respondent and their opinions on the pedagogy tools and the data. The following data were analyzed using the SPSS software 2.0 for the study. Respondents were from the following data was various regions of Northern India. A total of 350 questionnaires were distributed;of which 320 were received. The 5 points Likert Scale was used, where 01 represented "strongly disagree" and a score of 5 represented "Strongly agree". © 2023. The Authors. Licensee: AOSIS. This work is licensed under the Creative Commons Attribution License.
ABSTRACT
The education sector was severely impacted due to the pandemic;thus, educational institutions had to shift toward an online learning system. This adaptation in the educational system posits a challenging question: which mode of learning would be best to engage and satisfy the students in the post-COVID-19 era? Therefore, drawing on the self-identity theory, this study explores the differential impact of intrinsic motivational factors (interest/enjoyment, competence, autonomy, and belongingness) on digital engagement and online class satisfaction versus on-campus psychological engagement and physical class satisfaction. Surveying 496 students from six Indonesian universities shows that digital technologies make the learning process interesting and joyful for students compared to on-campus classroom learning, thus resulting in more digitally engaged and satisfied students. Simultaneously, competence is found to be positively impacting online and on-campus students' engagement and satisfaction at an equal level. Moreover, autonomy and belongingness show more students' engagement and satisfaction within the campuses than in an online learning mode. These findings suggest that the post-COVID-19 era can take advantage of both these methods to incorporate a hybrid mix of blended learning to achieve the best learning outcomes in terms of engagement and students' satisfaction. Implications for higher education institutions and directions for future research are suggested. © The Authors.
ABSTRACT
COVID-19 has caused havoc on educational systems around the globe, impacting over 2 billion learners in over 200 countries. University, college, and other institutional facility cutbacks have impacted more than 94% of the world’s largest population of students. As a result, enormous changes have occurred in every aspect of human life. Social distance and mobility restrictions have significantly altered conventional educational procedures. Because numerous new standards and procedures have been adopted, restarting classrooms once the restrictions have been withdrawn seems to be another issue. Many scientists have published their findings on teaching and learning in various ways in the aftermath of the COVID-19 epidemic. Face-to-face instruction has been phased out in a number of schools, colleges, and universities. There is concern that the 2021 academic year, or perhaps more in the future, will be lost. Innovation and implementation of alternative educational systems and evaluation techniques are urgently needed. The COVID-19 epidemic has given us the chance to lay the groundwork for digital learning. The goal of this article is to provide a complete assessment of the COVID-19 pandemic’s impact on e-learning and learning multiple papers, as well as to suggest a course of action. This study also emphasises the importance of digital transformation in e-learning as well as the significant challenges it confronts, such as technological accessibility, poor internet connectivity, and challenging study environments. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.
ABSTRACT
COVID-19 had a disastrous impact on the education sector resulting in a boom of online learning systems. This shift has severely impacted the underprivileged students with special needs due to the sudden implementation of prolonged distance learning. Thus, it creates an immense need to analyze distance learning media’s effectiveness during the COVID-19 pandemic for students with special needs. The E-learning readiness and satisfaction of special needs students are scarcely investigated areas in education and e-learning literature. Established on the community of inquiry (COI) model, this study aims to determine the factors that underpin students’ satisfaction with their e-learning experience through the mediated mechanism of students online learning readiness. Surveying 178 special needs students from various Indonesian universities revealed that teaching presence, cognitive and social presence, and content quality, directly and indirectly, influence e-learning satisfaction. This extended and more comprehensive model would help educators better understand e-learning’s use as an effective pedagogical platform, especially in the context of special needs students. Key policy implications and directions for future research are suggested.