This study set out to provide a descriptive yet critical exploration of teachers’ experiences while using e-learning in the context of the 2019 novel coronavirus (COVID-19) pandemic. Using a qualitative phenomenology research paradigm, the study explored first-hand experiences of three university teachers (hence researchers as well) from two countries, that is, Bangladesh and Saudi Arabia. The contexts in which the researchers used e-learning showcased complex, challenging, and dynamic sites, that is, within institutions and individual classrooms. More specifically, the study identified acceptances, struggles, and negotiations at both the macro-level of policy/decision making and the micro-level of online classroom practices. Reflecting on the findings, this article concludes by offering a set of recommendations that might be applicable and useful for similar contexts beyond Bangladesh and Saudi Arabia. The researchers argue for developing a context-based, inclusive, and appropriate e-learning policy guideline that could be utilized during the emergency time now and in the near future.
In today’s multifaceted academic context, selecting, adopting, and adapting appropriate teaching methods (TMs) have been a pivotal concern for teachers. No study, to the researchers’ knowledge, has been conducted on compiling the maximum number of TMs in higher education. This study aims to list, describe, and provide a platform of the potential and the most practicing TMs in four major educational disciplines. This article, taking a cross-disciplinary lens, conducts an in-depth review of 90 articles and enumerates 110 TMs of higher education. It also identifies several TMs that are commonly used in each discipline. The article concludes that knowledge generated from this study fills up the existing literature gap. It calls attention to the current TM practices and provides teachers with an outline to employ available TMs in their respective disciplines.
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