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1.
Computers & Education ; JOUR: 104678,
Article in English | ScienceDirect | ID: covidwho-2104655

ABSTRACT

School closures due to the COVID-19 pandemic have had a major impact on teaching activities. Adopting a mixed-methods design, this study aims to categorize daily instructional practices in the early stages of school closure using two-cycle content analysis, present the transition of the categories over days, and test the differences between categories using ANOVA. A total of 48 high school teachers with varying levels of teaching readiness (measured by online professional development experience and distance teaching TPCK) kept teaching logs where they recorded daily teaching practices and assessed teaching satisfaction and perceived student engagement. They also submitted diary entries to report episodic optimal experience. Four salient emergency online teaching patterns emerged, which were further interpreted based on the Community of Inquiry framework (Garrison et al., 1999) as four orientations: 1) low social low cognitive, 2) low social high cognitive, 3) high social low cognitive, and 4) high social high cognitive. Daily transition of these orientations revealed slight to medium changes. Teachers adopting different orientations were found to differ in terms of teaching readiness, teaching satisfaction, and perceived student engagement. No difference was shown in optimal experience. The results inform future professional development programs how to prepare high school teachers for the next emergency crisis.

2.
International Journal of Engineering Education ; JOUR(5):1629-1642, 38.
Article in English | Web of Science | ID: covidwho-2102185

ABSTRACT

In mid spring 2020, an unprecedented Covid-19 induced switch of learning mode, from face-to-face instruction to online learning, disrupted not only teachers, but also students, both cognitively and emotionally. This study seeks to understand how students felt about their capabilities to succeed in the online learning environment (OLE) and which online learning features (OLF), offered to them by their instructors, positively, negatively, or neutrally impacted their learning. Three research questions guided this study: (1) What online learning features did students perceive as contributing positively, negatively, or neutrally to their learning and how were these perceived contributions related to students' demographics?;(2) How did students feel about their capabilities to succeed in the OLE?;and (3) How did students' feelings change during their online learning experiences and how did these changes relate to students' gender, academic performance, and prior online experience? An online survey was designed and face-validated to solicit information about students' perceptions about online learning features and feelings about their capabilities to succeed in the OLE. The 13-item survey consisted of 10 multiple-choice/multiple-answer and 3 open-ended questions. One thousand two hundred and thirty-seven (N = 1237) students taking 27 different courses, from 6 different institutions participated in the study. Presentation of the qualitative analyses of open-ended survey responses is outside the scope of this paper. Findings suggest that the three most frequent OLFs provided to students were electronic homework submission, recorded video lectures, and electronic exams. While video lectures, homework electronics submission, and downloadable documents or files were reported to be the top three OLFs that contributed positively to students' learning, poor internet performance, online exams, and projects were the top three OLFs that were reported to have contributed negatively to student learning. Changes in students' feelings during the online learning experience were also reported.

3.
International Journal of Engineering Education ; JOUR(5):1523-1535, 38.
Article in English | Web of Science | ID: covidwho-2101735

ABSTRACT

The Covid-19 crisis transformed students' campus lives into a new normal. With telemeeting applications, the regular face-to-face lectures are being converted into online lectures. However, the conventional online/offline simulation and remote laboratory cannot provide a real experience of laboratory apparatus and investigations, including cooperative learning. Therefore, the telepresence laboratory is established and utilized for the 2103-360 Mechanical Engineering evaluation and Laboratory II class, which was fabricated for third-year undergraduate mechanical engineering students. To satisfy seven outcomes, students must examine the accuracy, repeatability, and resolution of an IGUS Drylin linear motion system in this lab. The lab, with a telepresence laboratory, is conducted 10 times in a semester where there are two groups of 4-5 students participating in Lab A at a time. Based on the students' findings of the analysis, it can be concluded that the telepresence laboratory can provide all learning outcomes to students. Also, regarding the investigation, more than 86% of students agreed that the lab assisted them in defining issues, designing experiments, conducting experiments, analyzing, concluding, and reporting skills. More than 77% of students agreed that they learned about the equipment from the lab. Also, 89% of students are satisfied with the lab, and 91% of students would recommend other students to take the telepresence laboratory. In conclusion, the telepresence laboratory can be employed in place of the regular face-to-face lab. It succeeds in promoting collaborative learning, where students discuss and work together to complete a task. The investigations are designed with a real-time web interface. Students can utilize their mobile devices to access and control the equipment. This practice complies with the new normal.

4.
JMIR Form Res ; 6(11): e38862, 2022 Nov 16.
Article in English | MEDLINE | ID: covidwho-2098994

ABSTRACT

BACKGROUND: The COVID-19 pandemic and the confinement that was implemented in Argentina generated a need to implement innovative tools for the strengthening of diabetes care. Diabetes self-management education (DSME) is a core element of diabetes care; however, because of COVID-19 restrictions, in-person diabetes educational activities were suspended. Social networks have played an instrumental role in this context to provide DSME in 2 cities of Argentina and help persons with diabetes in their daily self-management. OBJECTIVE: The aim of this study is to evaluate 2 diabetes education modalities (synchronous and asynchronous) using the social media platform Facebook through the content of posts on diabetes educational sessions in 2 cities of Argentina during the COVID-19 pandemic. METHODS: In this qualitative study, we explored 2 modalities of e-learning (synchronous and asynchronous) for diabetes education that used the Facebook pages of public health institutions in Chaco and La Rioja, Argentina, in the context of confinement. Social media metrics and the content of the messages posted by users were analyzed. RESULTS: A total of 332 messages were analyzed. We found that in the asynchronous modality, there was a higher number of visualizations, while in the synchronous modality, there were more posts and interactions between educators and users. We also observed that the number of views increased when primary care clinics were incorporated as disseminators, sharing educational videos from the sessions via social media. Positive aspects were observed in the posts, consisting of messages of thanks and, to a lesser extent, reaffirmations, reflections or personal experiences, and consultations related to the subject treated. Another relevant finding was that the educator/moderator role had a greater presence in the synchronous modality, where posts were based on motivation for participation, help to resolve connectivity problems, and answers to specific user queries. CONCLUSIONS: Our findings show positive contributions of an educational intervention for diabetes care using the social media platform Facebook in the context of the COVID-19 pandemic. Although each modality (synchronous vs asynchronous) could have differential and particular advantages, we believe that these strategies have potential to be replicated and adapted to other contexts. However, more documented experiences are needed to explore their sustainability and long-term impact from the users' perspective.

5.
BMC Med Educ ; 22(1): 753, 2022 Nov 01.
Article in English | MEDLINE | ID: covidwho-2098332

ABSTRACT

BACKGROUND: The Coronavirus Disease-2019 (COVID-19) pandemic in South Africa compelled medical schools to switch to a purely online curriculum. The innovative changes transformed the standard clinical skills curriculum to increase learning transfer to bridge the theory-practice gap. The efficacy of this intervention remains unknown. This study aims to measure medical students' clinical competency in the affective, cognitive, and psychomotor domains by assessing clinical skills knowledge retention and transfer from the online platform compared to face-to-face and blended learning. METHODS: A non-random cross-sectional quasi-experimental study assessed third-year medical students' knowledge retention and learning transfer in three domains of clinical skills competence. Data were obtained using a score sheet during a directly observed formative and a trial online summative assessment. One hundred and one third-year medical students volunteered for the formative onsite assessment that tested the psychomotor domain. Two hundred and thirty-nine students were evaluated on the affective and cognitive domains in the summative online trial mini-objective structured clinical examination (tm-OSCE). The OSCE scores were analysed using descriptive statistics. The significance of the findings was evaluated by comparing OSCE scores with the pre-pandemic 2019 third-year medical students. RESULTS: Statistically significant differences were found between the two cohorts of medical students from both years (p < 0.05). The 2021 blended group's (n = 101) medians were 90%, 95%CI [86, 92], 82%, 95%CI [80, 85], and 87%, 95% CI [84, 90] for the psychomotor, affective, and cognitive skills, respectively. The e-learning group's affective and cognitive skills medians were 78%, 95%CI [73, 79] and 76%, 95%CI [71, 78], respectively. The 2019 face-to-face cohort (n = 249) achieved medians of 70%, 95% CI [69, 72] and 84%, 95%CI [82, 86] for the affective and psychomotor skills, respectively. CONCLUSION: Medical students demonstrated near and far transfer bridging the theory-practice gap in three clinical skills domains. The blended group performed significantly better than the e-learning and face-to-face groups. Medical schools and educators play a vital role in overcoming learning challenges and achieving higher transfer levels by adopting multiple student-centered teaching delivery approaches and arranging immediate application opportunities. This study offers medical educators suggestions that encourage the transfer of online learning to face-to-face practice, decentralising medical education with a revised blended learning strategy.


Subject(s)
COVID-19 , Students, Medical , Humans , Students, Medical/psychology , Clinical Competence , Cross-Sectional Studies , Cognition
6.
Teach Learn Nurs ; 2022 Nov 04.
Article in English | MEDLINE | ID: covidwho-2096059

ABSTRACT

During the coronavirus pandemic, UK Academics were required to adjust their learning and teaching environment and pedagogical approaches, with little guidance or time. Feelings of frustration and uncertainty around student engagement were commonplace across Higher Education Institutions. This was heightened in professionally regulated courses, such as nursing. The shift to online learning created a situation where academics were frequently faced with a 'sea of black screens' and unable to ascertain student engagement. This study investigated undergraduate nursing students' experience of online education during the COVID-19 pandemic. An anonymous survey was distributed to each year of the undergraduate nursing programme and data subsequently analysed. Responses from 54 students revealed that engagement varied between different year groups. There were significant differences between those with pre-COVID (traditional face-to-face) teaching experience (years 2 and 3) and those without (year 1) in regard to self-reported engagement with online learning. The findings from this study revealed some powerful and emotional insights into the experience of online learning amongst UK students undertaking an undergraduate nursing programme during the COVID-19 pandemic.

7.
Asia Pacific Education Review ; JOUR
Article in English | Web of Science | ID: covidwho-2085598

ABSTRACT

The COVID-19 pandemic has disrupted the traditional face-to-face forms of educational instruction and has led to increased involvement in online learning. Consequently, online learning has gained popularity and has become the norm worldwide today, because it offers a safe learning environment as well as convenience and flexibility. During the pandemic, school campuses in Brunei were closed, classes were conducted online, and parents/guardians were expected to cooperate and assist their children with home-based online learning. However, online teaching posed a different set of challenges for teachers and students, which warrant research and policy attention at the national level. This study provided a review of the literature on the policies and best practices for online teaching and learning and formulated three key objectives. The first was to identify the policy initiatives and guidelines introduced by the government of Brunei to facilitate and ensure the effectiveness of online teaching and e-learning. The second referred to obtaining the perceptions of teachers and parents on three specific dimensions, namely, the implementation of blended learning, the use of online pedagogy, and enhancement of the e-learning experiences of students. The last objective was to identify the challenges associated with these dimensions and to propose actions and policy recommendations for improvement. This study employed document analysis, interview, and data collected from public social media. The implementation of online teaching and e-learning in Brunei was met with many challenges due to the poor network infrastructure and weak knowledge and content development of ICT. Thus, this study serves as a basis for improving innovation and governance in education, which focuses not only on the enhancement of academic performance but also on the digital divide. The paper was first presented at the 21st International Conference on Education Research (ICER) at the Seoul National University, Republic of Korea on October 21, 2021, by the first author. This research is part of the research project entitled: Pandemic Policies and Governance in Small States in the Southeast Asian Region.

8.
Turkish Online Journal of Distance Education ; JOUR(4), 23.
Article in English | Scopus | ID: covidwho-2083832

ABSTRACT

The COVID-19 pandemic has created many formidable challenges for educational institutions around the world. This case study sought to gain insight into South Korean university students’ satisfaction with online learning during the pandemic. It also obtained participant recommendations for improving online learning. Participants included 20 South Korean students studying at a university in central South Korea. Data included open-ended surveys, a focus group, and semi-structured interviews. Most students had mixed feelings in regard to satisfaction with online classes. A salient result is a need for more interaction in online classes. Students also provided a wide range of recommendations to improve online learning. Through these recommendations, university educators and administrators can better optimize online learning during the COVID-19 pandemic and after the crisis has dissipated. © 2022, Turkish Online Journal of Distance Education. All Rights Reserved.

9.
Focus on Health Professional Education-a Multidisciplinary Journal ; JOUR(3):18-35, 23.
Article in English | Web of Science | ID: covidwho-2081700

ABSTRACT

Introduction: Supporting educators has been identified as vital for the efficacy and sustainability of online teaching. The teaching of clinical skills online presents additional challenges given the vast shift from traditional pedagogies. However, the support needs of health professional educators to teach clinical skills online are unknown. The aim of this study was to explore educator experiences of teaching clinical skills online and investigate their workplace support needs. Methods: A qualitative approach using focus groups was used to investigate educator experiences at three universities in Australia, Chile and South Africa. Data were subject to thematic analysis, and a thematic network tool was used to triangulate international experiences. Results: Seven focus groups were undertaken, with a total of 32 participants. Four global themes were identified following analysis: 1) the educator experience, 2) changes to pedagogy, 3) challenges to teaching online and 4) support for educators. Conclusions: This study has highlighted the professional challenges that teaching clinical skills online creates for health professional educators and the uncertainty regarding expectations and outcomes. Enhancing university support for educators to prepare and provide clinical skills teaching online is suggested to mitigate these challenges. Recommendations are made for universities and educators to consider in the pursuit of effective and sustainable teaching of clinical skills online.

10.
Sensors (Basel) ; 22(20)2022 Oct 21.
Article in English | MEDLINE | ID: covidwho-2082200

ABSTRACT

Human ideas and sentiments are mirrored in facial expressions. They give the spectator a plethora of social cues, such as the viewer's focus of attention, intention, motivation, and mood, which can help develop better interactive solutions in online platforms. This could be helpful for children while teaching them, which could help in cultivating a better interactive connect between teachers and students, since there is an increasing trend toward the online education platform due to the COVID-19 pandemic. To solve this, the authors proposed kids' emotion recognition based on visual cues in this research with a justified reasoning model of explainable AI. The authors used two datasets to work on this problem; the first is the LIRIS Children Spontaneous Facial Expression Video Database, and the second is an author-created novel dataset of emotions displayed by children aged 7 to 10. The authors identified that the LIRIS dataset has achieved only 75% accuracy, and no study has worked further on this dataset in which the authors have achieved the highest accuracy of 89.31% and, in the authors' dataset, an accuracy of 90.98%. The authors also realized that the face construction of children and adults is different, and the way children show emotions is very different and does not always follow the same way of facial expression for a specific emotion as compared with adults. Hence, the authors used 3D 468 landmark points and created two separate versions of the dataset from the original selected datasets, which are LIRIS-Mesh and Authors-Mesh. In total, all four types of datasets were used, namely LIRIS, the authors' dataset, LIRIS-Mesh, and Authors-Mesh, and a comparative analysis was performed by using seven different CNN models. The authors not only compared all dataset types used on different CNN models but also explained for every type of CNN used on every specific dataset type how test images are perceived by the deep-learning models by using explainable artificial intelligence (XAI), which helps in localizing features contributing to particular emotions. The authors used three methods of XAI, namely Grad-CAM, Grad-CAM++, and SoftGrad, which help users further establish the appropriate reason for emotion detection by knowing the contribution of its features in it.


Subject(s)
COVID-19 , Deep Learning , Adult , Child , Animals , Humans , Artificial Intelligence , Pandemics , Emotions
11.
J Community Hosp Intern Med Perspect ; 12(4): 1-6, 2022.
Article in English | MEDLINE | ID: covidwho-2081652

ABSTRACT

The Coronavirus (COVID-19) pandemic has caused an unexpected disturbance in healthcare systems as well as medical education worldwide. This article aims to provide an overview of the circumstances experienced by medical students during the COVID-19 pandemic. As this disease can cause life-threatening conditions, it has presented challenges to medical educators and students as they must adapt to changes in their medical education to ensure lectures are given safely as well as effectively. Many medical students feel the sudden change in their education system impacted their training negatively; 74% of students surveyed by members of McGill University reported a decrease in the quality of their education since the start of COVID-19. As well as a negative impact on medical education, this pandemic has caused unprecedented psychological stress on numerous people around the world, especially individuals in the medical field. 48% of medical students at a Canadian university reported feeling more depressed since the onset of COVID-19. The sudden changes, isolation, and worries about health have impacted students' mental health drastically. On the other hand, some students have reported that this pandemic has made a positive impact on their mental health as they had more time to focus on their mental well-being and they felt an overall reduction in pressure and stress. As COVID-19 remains to impact individuals worldwide, effective strategies towards improving mental health and quality of education should be provided to medical students affected by the challenges of this pandemic.

12.
Folia Med Cracov ; 62(2): 49-70, 2022.
Article in English | MEDLINE | ID: covidwho-2081392

ABSTRACT

There is a discrepancy between the research exploring e-learning at medical universities in Central/Eastern and Western European countries. The aim of the MeSPeLA study was to explore the understanding, experience and expectations of Polish medical students in terms of e-learning. Questionnaire containing open-ended and closed questions supplemented by focus group discussion was validated and performed among 204 medical students in Poland before COVID-19 pandemia. Several domains: understanding of e-learning definitions; students' experience, preferences, expectations and perceptions of e-learning usefulness, advantages and disadvantages were addressed. The qualitative data were analyzed using an inductive approach. 46.0% of students chose a communication-oriented definition as the most appropriate. 7.4% claimed not to have any experience with e-learning. 76.8% of respondents indicated they had contact with e-learning. The main reported e-learning advantages were time saving and easier time management. The most common drawback was limited social interactions. The acceptance of the usage of e-learning was high. Medical undergraduates in Poland regardless of the year of studies, gender or choice of future specialization showed positive attitudes towards e-learning. Students with advanced IT skills showed a better understanding of the e-learning definition and perceived e-learning to be a more useful approach. The expectations and perceptions about e-learning in Polish medical schools seems similar to some extent to that in Western European and the United States so we can be more confident about applying some lessons from these research to Poland or other post-communist countries. Such application has been accelerated due to COVID-19 pandemia.


Subject(s)
COVID-19 , Computer-Assisted Instruction , Education, Medical , Students, Medical , Humans , COVID-19/epidemiology , Surveys and Questionnaires , Perception
13.
Dissertation Abstracts International: Section B: The Sciences and Engineering ; 83(12-B):No Pagination Specified, 2022.
Article in English | APA PsycInfo | ID: covidwho-2073522

ABSTRACT

The role of the teacher is vital in promoting a classroom climate that supports student learning and social-emotional well-being. However, little consideration is given to offering interventions to support teachers in reducing stress and burnout that result in teacher turnover. Studies have concluded mindfulness practices to be an effective intervention for teachers to reduce stress, increase emotional regulation, and promote well-being. The restrictions resulting from the global COVID-19 pandemic caused many educational institutions to shift to a distance learning model. The applications of online mindfulness for classroom teachers are just beginning to be explored, with few studies investigating the effects of online mindfulness training for teachers. The purpose of this case study was to examine teacher perceptions of mindfulness, stress, and self-efficacy following a district-led online delivery of mindfulness at a selected public school in southeast Texas. The study involved participants experienced with online delivery of mindfulness training in the school year 2020-2021 and who continued mindfulness practice in 2021-2022 school year. A mixed-methods research approach was used in this case study. The findings from the Five Facet Mindfulness Questionnaire- Short Form revealed awareness was statistically significant. Findings from the Perceived Stress Scale revealed 66% of participants had moderate stress levels. The Teachers' Sense of Efficacy Scale-Short Form findings revealed all the variables were statistically significantly different from how teachers perceived the delivery of teacher self-efficacy. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

14.
Journal of Educational Sciences & Psychology ; 12(1):10-23, 2022.
Article in English | Web of Science | ID: covidwho-2072548

ABSTRACT

The aim of this study is to present students' satisfaction with online learning from different countries and the challenges they faced at the beginning of the SARS-COV-2 pandemic. It presents the Transatlantic Educators Dialogue (TED) Alumni program and a short description of the education systems of Croatia, Serbia, Lithuania, Hessen Germany and Romania. Teachers who participated in TED courses sent a survey to their students who participated in online classes. The number of 321students (207 girls and 114 boys) from eight countries responded to the online survey. The results indicate that students from different countries use the same platforms for online learning and they were able to evaluate their performance during online learning. Solutions to improve online learning are proposed.

15.
Arab World English Journal ; : 166-176, 2022.
Article in English | Web of Science | ID: covidwho-2072420

ABSTRACT

Since the Coronavirus outbreak in 2019, higher education has shifted from face-to-face learning to distance learning incorporating various platforms such as Moodle. The use of the latter has changed the Algerian university's teaching and learning dynamics. In this case, and unlike in-traditional class learning, which is characterized by physical interaction, online learning requires self-awareness about personal strengths and weaknesses. Thus, the issue addressed in this paper was which strategy the students need to use online and whether the students use the same learning strategies in the two modes of learning;in-class and online. They are now a must to use new strategies to engage in Digital Learning (DL). In this view and based on Oxford 2003, Chamot 2004, Griffith 2013, and O'Malley 1995 references regarding learning strategies that have been pointed out as major determinants for successful learning, this study aims to raise the students' self-awareness towards using different learning strategies in online learning compared to in-class learning.The main objective of the present investigation is to identify whether Master's students in the department of English at the University of Mostaganem use different learning strategies for their online courses or not. Oxford's Strategy Inventory of Language Learning (SILL), 1990, has been adapted and used with 80 Master's students of English at Abdelhamid University of Mostaganem, Algeria, to gather relevant data. The findings revealed that most students use the same language learning strategies for both in-class and online learning. Hence, an adaptation and strategy instruction for online learning is recommended, i.e., students have to modify and adapt their own way of learning the target language since some learning strategies may not be effective for distance one.

16.
Arab World English Journal ; : 88-103, 2022.
Article in English | Web of Science | ID: covidwho-2072417

ABSTRACT

This study examined the attitudes toward online learning of EFL students by applying technology acceptance model (TAM) constructs along with the characteristics of the online learning system and the experience of online learning as external independent variables. The study used a quantitative approach. The researchers collected data by administering a questionnaire using Microsoft's online form to the tertiary students who were studying for their Bachelor of Arts degree (B.A.) in the English Language and Literature Department at Al-Balqa Applied University - Jordan. . One hundred eighty-five students out of 602 responded to the questionnaire. The researchers used SPSS and Structural Equational Modeling (SEM - Smart PLS) to analyze the data. Among the findings, the characteristics of an online learning system significantly affected perceived usefulness (PU), perceived ease of use (PEOU), attitudes, and the behavioral intentions (BIs) of EFL learners. In contrast, EFL learners' PEOU negatively affected their attitudes towards online learning and BIs. Finally, the attitudes of students who studied online for four semesters or more were negative compared to those who took less than four semesters online. These findings could be attributed to the supposedly temporary and rapid shift to online learning due to Covid-19 lockdown measures. This study is significant because it develops an understanding of tertiary EFL attitudes towards online learning. It also reflects on their behavioral intentions to utilize online learning after the pandemic. The researchers believe that this is the first study to examine EFL learners' attitudes and BIs on using online learning during/after the pandemic in Jordan using TAM.

17.
Arab World English Journal ; : 17-39, 2022.
Article in English | Web of Science | ID: covidwho-2072416

ABSTRACT

During the outbreak of the Covid 19 pandemic, educational systems around the world had been disrupted, and as a result, lecturers and Bidikmisi students had to conduct teaching and learning processes from home. This study aimed to investigate the perspectives of Bidikmisi students on online distance learning during the lockdown at Sriwijaya State Polytechnic due to the Covid 19 pandemic. The study was carried out with the mixed method. The researchers asked 85 students from two different intensive English courses to complete a five-point Likert scale questionnaire on the Online Learning Environment Survey (OLES), and answer six open-ended questions distributed using google form. The sample comprised 85 bidikmisi students from nine departments- not only Engineers in civil, mechanical, chemical, computer, electrical and computer information systems, but also Business Administration, Accounting, Informatics Management, and English. The finding of this study revealed that some of bidikmisi students positively accepted this online distance learning, but most of them negatively revealed that bidikmisi students faced some challenges with online distance learning;they preferred face-to-face classes. The study concluded with a recommendation that the findings of this study can assist policymakers and lecturers in developing effective or efficient teaching strategies for overcoming situations or for bidikmisi students.

18.
Arab World English Journal ; : 3-16, 2022.
Article in English | Web of Science | ID: covidwho-2072415

ABSTRACT

The emergency transition to online learning due to COVID-19 has forced many sectors to respond quickly. The readiness of educational institutes to attend to the abrupt crisis and shift to teach remotely is practiced at different levels. Online assessment is one of them. Rapid advances in technology and software applications are changing the practices of assessment in innumerable ways. Teachers are encouraged to implement a diverse array of assessment methods to measure the learning process of their students in an online environment which may not be the same as conventional learning. Therefore, the current study aims to explore teachers' perspectives about online assessment during the COVID-19 pandemic in a Saudi context. This study endeavours to shed light on this aspect of online assessment by answering the main question of challenges and benefits faced by English teachers in an online environment. The study was qualitative in nature deploying semi-structured interviews with English instructors to collect data about the researched matter. The findings revealed that the most preferred online assessment tool teachers used to implement was the multiple-choice format. Also, the analysis showed that challenges associated with online assessment were diverse, and some of them were handled appropriately while others remained. For the advantages, they worked in favour of teachers, students and department. This was observed in the opportunities online assessment could provide to save time, easiness to design, take and record and objectivity in marking. Implications and recommendations were offered for further direction and research.

19.
International Journal of Technology Enhanced Learning ; 14(4):363-381, 2022.
Article in English | Web of Science | ID: covidwho-2070793

ABSTRACT

Online learning has attracted the interest of researchers and practitioners for decades. Various advantages, challenges and factors affecting the effectiveness of online learning have been reported. However, these findings have been recorded under ideal circumstances and not extraordinary situations, such as the one imposed by the COVID-19 pandemic. In this article, the results of a survey on the perceptions of higher education students regarding the emergent transition to online learning are quantitatively and qualitatively analysed. Students evaluated positively the quality, organisation and presentation of synchronous online courses, but they were divided as to whether their quality is equivalent to that of face-to-face courses. The most prominent problems refer to the quality of internet connection, lack of appropriate infrastructure especially for online lab courses, lower quality communication and interaction and a difficulty in keeping concentrated on the course. Despite these issues, instructors and students embraced successfully the solution of online learning.

20.
Futures ; : 103047, 2022.
Article in English | ScienceDirect | ID: covidwho-2069003

ABSTRACT

This paper presents key ideas from a Futures study relating to part-time (PT) Master of Business Administration (MBA) degree programmes. The objective of the study was to determine the likely nature of PT MBA programmes approximately 30 years in the future, i.e., 2050, and to do so in the context of an assessment of possible long-term impact of disruptions caused or accelerated by the COVID-19 pandemic. The research involved strategic conversations with ten PT MBA Programme Directors or equivalent across seven countries and each of whom was based in Principles for Responsible Management Education (PRME)-signatory institutions. The findings suggest that MBA programmes of the future are likely to be significantly different to current PT MBAs. To close the learning loop associated with the original term of strategic conversations, higher education institutions (HEIs) are invited to consider the findings to inform strategic conversations within their own institutions in respect of future PT MBA design and provision.

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