An exploration of instructors' and students' perspectives on remote delivery of courses during the COVID‐19 pandemic

Chen, Victoria; Sandford, Adam; LaGrone, Matthew; Charbonneau, Kayla; Kong, Jessica; Ragavaloo, Shenoa

doi:10.1111/bjet.13205

Cited by 46 publications

(54 citation statements)

References 21 publications

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“…During the pandemic, adjusting to the increase in online learning seems to have been just as challenging for academic staff as for students, as staff often needed to overcome their digital skills gap and reconfigure their pedagogical approaches for online learning environments. Chen et al ( 2022 ) report the perceived views and attitudes of both staff and students in a Canadian university towards ERT. Whilst both groups were being resilient and adapted quickly to the disruption, the researchers indicate that the long‐term effectiveness of online learning and teaching needs to be evaluated in a continuous manner.…”

Section: Higher Education In the Westmentioning

confidence: 99%

Virtually the same?: Online higher education in the post Covid‐19 era

O'Dea

Stern

2022

Brit J Educational Tech

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Section: Higher Education In the Westmentioning

confidence: 99%

Virtually the same?: Online higher education in the post Covid‐19 era

O'Dea

Stern

2022

Brit J Educational Tech

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“…In this regard, Gleason and Greenhow (2017) argued that hybrid teaching fosters students' participation in the classroom, their feelings of belonging and confidence, and their ability to contribute ideas, and Potra et al (2021) suggested that the hybrid approach has become a bridge between online and face-to-face teaching after the onset of the COVID-19 pandemic. Additionally, Chen et al (2022) evidenced that, in the context of adaptation towards online courses by COVID-19, instructors and students do not want face-to-face learning to disappear, rather, they recommend combining learning opportunities through face-to-face and online courses according to personal preferences.…”

Section: Conclusion Implications and Future Researchmentioning

confidence: 99%

COVID-19 and entrepreneurship courses in Latin American universities: an analysis of satisfaction comparing students' and lecturers' perspectives

Barrera-Verdugo

Romaní²,

Cadena-Echeverría³

et al. 2022

HESWBL

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PurposeThis study aims to investigate how the disruptive change from a face-to-face to an online teaching/learning modality due to COVID-19 has been perceived by students and lecturers of entrepreneurship courses in universities in six Latin American countries by evaluating the conditions that affect their satisfaction.Design/methodology/approachTwo online surveys were distributed to lecturers and students of entrepreneurship courses. A total of 559 responses were received from students and 270 lecturers from six Latin American countries. The information was analysed through principal component analysis (PCA), correlations and the Mann–Whitney–Wilcoxon test.FindingsThis research provides new information about the factors that are relevant to student and lecturer satisfaction when moving from mandatory face-to-face to online classes. The results show that overall satisfaction is lower among students than among teachers. Besides, that student communication with the lecturer and technology-supported access to lectures are two important aspects that affect student satisfaction. Regarding lecturers' satisfaction, the participation and attitude of their students in online classes are important conditions that affect their intention to teach online courses in the future.Practical implicationsThis study has allowed us to reflect on online education and teaching methodologies in Latin-American universities after the COVID-19 pandemic, as well as to recognise opportunities for improvement to increase student and lecturer satisfaction in this new reality.Originality/valueThis study provides new evidence by comparing the satisfaction between lecturers and students in entrepreneurship courses and factors that affect their satisfaction in several Latin American countries, after change to an online modality due to COVID-19.

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“…Communication in an online classroom is restricted by digital tools available in the meeting software that the school relies on such as chatbox, raise-hand functions, webcam and audio, etc. (Chen et al, 2022); effective communication therefore becomes bundled with computer literacy of both teachers and students. This form of digitalised communication has henceforth brought upon another level of communication barrier and even distance that teachers need to overcome in achieving the same level of trust and/or closeness with their students in a traditional classroom.…”

Section: Emotional Capitalmentioning

confidence: 99%

Effectiveness of online learning relies on the dynamic between teachers and students

Chiu

2021

J., e-learn. res.

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Since the outbreak of covid-19 pandemic, schools around the world are forced to switch from traditional face-to-face schooling to online learning. School teachers face immense stress during the process due to lack of online teaching experience and relevant training. Different research has been conducted in reviewing the effectiveness of online learning; factors such as self-efficacy and motivation of students are the two most referenced amongst research. This research argues that the delivery of knowledge online is dynamic and it relies on the efforts of both students and teachers. By integrating the typology of interactions developed by Graham (2016) and Tang (2021), this research proposes the ‘teacher-content-students dynamic’ as a tool to comprehend how teachers and students interact in an online learning environment. Using narrative analysis, the online teaching experiences during the pandemic of three secondary school teachers are reviewed. The aim of this research is to identify how the interactions between students and teachers in the virtual classroom play an important role in effective online teaching and learning. Since there lacks unified guidance regarding the implementation of online teaching, the delivery of online teaching is different in the schools where the three informants teach. Owing to this, the difficulties and challenges faced by each individual are unique, yet their narratives have coincidentally pointed to how teacher-student relationships and interactions play an extra important role in online teaching. Symbolic interactionism is used in the analysis.

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An exploration of instructors' and students' perspectives on remote delivery of courses during the COVID‐19 pandemic

Cited by 46 publications

References 21 publications

Virtually the same?: Online higher education in the post Covid‐19 era

Virtually the same?: Online higher education in the post Covid‐19 era

COVID-19 and entrepreneurship courses in Latin American universities: an analysis of satisfaction comparing students' and lecturers' perspectives

Effectiveness of online learning relies on the dynamic between teachers and students

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