Global Higher Education Beyond Pandemics in a Future of Uncertainties

Ojo, Emmanuel; Lorenzini, Elisiane

doi:10.1590/1980-265x-tce-2021-0101

Cited by 4 publications

(3 citation statements)

References 8 publications

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“…As a result of the COVID-19 outbreak, several studies have been conducted that look at how the pandemic has affected internationalisation of higher education around the world [15][16][17]. Numerous findings from these studies have shaped our view of how higher education is changing.…”

Section: The Twenty-first Century Higher Educationmentioning

confidence: 99%

“…The current chapter focuses on international post-graduate students' lived experiences during the pandemic because of the disruption caused by the global pandemic. Such understanding, according to [15], gives higher education around the world the chance to adapt and innovate in a future of uncertainties such as during crisis times.…”

Section: The Twenty-first Century Higher Educationmentioning

confidence: 99%

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Perspective Chapter: Analyses of Literature on the Lived-Experiences of International Post-Graduate Students during COVID-19

Phatlane¹,

Asonglefac²,

Sehoole³

2023

Higher Education - Reflections From the Field - Volume 1

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Since the outbreak of the COVID-19 pandemic in March 2020, university students experienced difficulties with their education. Research shows that the constraints were mostly felt by international post-graduate students. Possibly, their small social networks, constrained employment options, and travel restrictions worldwide could have played a part. This chapter does a literature review on the lived-experiences of international post-graduate students studying in foreign universities, especially in a South African university. Questions guiding the review were: 1. What inferences are made from literature on experiences of international post-graduate students studying in South African universities? 2. What suggestions are made by literature to alleviate their difficulties? The chapter demonstrates the discriminatory tendencies of government programs and how higher education institutions were required to abruptly close residences. The closure escalated the adversity of most international students. Further, the chapter partakes in the discourse analyses of the plight of international students and hopes to influence future direction of international education policy during crises times. The chapter concludes that in internationalisation issues, a more conscious decision of the interests and needs of international post-graduate students should be seriously considered to be socially acceptable, justifiable and fair.

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Section: The Twenty-first Century Higher Educationmentioning

confidence: 99%

Section: The Twenty-first Century Higher Educationmentioning

confidence: 99%

Perspective Chapter: Analyses of Literature on the Lived-Experiences of International Post-Graduate Students during COVID-19

Phatlane¹,

Asonglefac²,

Sehoole³

2023

Higher Education - Reflections From the Field - Volume 1

View full text Add to dashboard Cite

show abstract

“…COVID-19 pandemic has been studied by researchers with its connection to higher education (Alamri et al, 2021;Ojo & Lorenzini, 2021). Due to the startling appearance of the deadly virus (Baloch et al, 2021;Rafiq et al, 2021), universities started online education.…”

Section: Introductionmentioning

confidence: 99%

Satisfying and Dissatisfying Determinants of Online Education during Covid-19 Pandemic

Kakepoto

Akhter

Laghari

2022

GESR

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This paper attempts to explore satisfying and dissatisfying determinants of online education in Pakistan. Participants were well abreast with the online mode of education due to the closure of physical classroom activities during the COVID-19 pandemic. Purposive sampling was research design.Students enrolled in communication skills course were drawn as study respondents. An open-ended questionnaire was a research instrument. Eighty (80) engineering students participated in this survey and provided feedback about satisfying and dissatisfying factors of online education in Pakistan. Data were analyzed using the content analysis approach. Results exhibited students were satisfied with ‘class feasibility, low financial cost and communication opportunities. On the other front, they were dissatisfied with ‘internet issue, load shedding of electricity, technical issue, home disturbance, expensive internet packages, and lack of communication. This research concluded that online education is never free from issues and challenges in Pakistan.

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Online Learning Challenges Experienced by University Students in the New York City Area During the COVID-19 Pandemic: A Mixed Methods Study

McClure,

Ojo,

Schaefer

et al. 2021

IJMRA

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This mixed methods research study explored how emergency remote teaching and learning, enacted in March 2020 due to the COVID-19 pandemic, impacted university students. We asked: What, if any, challenges did students face that hindered their ability to learn successfully online? In Spring 2021, a Qualtrics survey was emailed to 1,481 undergraduate and graduate students at a university in New York City, and students were asked to forward the survey to friends in and beyond the university. A total of 254 (17.2%) responded; 59.6% were graduate students and 69.9% were full-time students. The survey had closed- and open-ended items. The open-ended item analyzed in the current study asked students to identify any online learning challenges. Responses were analyzed via a fully integrated, four-phase mixed methods analysis: constant comparison; a crossover mixed analysis by two coders that yielded an intensity-based, inter-respondent matrix of themes; descriptive-based quantitizing; and inferential-based quantitizing via a canonical correlation analysis and Fisher’s Exact Tests. The most prevalent findings were No Challenges (34.26%), Living Environment (25.93%), Technology-Related (20.37%), and Overall Learning Experiences (19.44%). Students experiencing No Challenges were statistically significantly more likely to report that they had full access to their own computer (p = .006) and reliable Internet connection (p = .001). For Living Environment, students noted major life issues that created challenges: sickness, crowded spaces, and multiple jobs, including serving as a caregiver. Technology-Related findings revealed student dissatisfaction with the online learning experience. For Overall Learning Experiences, students described their need for interactive learning experiences and responsive professors. A key conclusion is that higher education institutions should create more meaningful student learning experiences, develop student-centered pedagogies, and provide greater equity in university learning communities.

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Global Higher Education Beyond Pandemics in a Future of Uncertainties

Cited by 4 publications

References 8 publications

Perspective Chapter: Analyses of Literature on the Lived-Experiences of International Post-Graduate Students during COVID-19

Perspective Chapter: Analyses of Literature on the Lived-Experiences of International Post-Graduate Students during COVID-19

Satisfying and Dissatisfying Determinants of Online Education during Covid-19 Pandemic

Online Learning Challenges Experienced by University Students in the New York City Area During the COVID-19 Pandemic: A Mixed Methods Study

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