COVID-19 and IT Education: Introduction to the Special Series (pp. 725-832)

Cheong, Christopher; Coldwell-Neilson, Jo; Luo, Tian; MacCallum, Kathryn

doi:10.28945/4654

Cited by 11 publications

(15 citation statements)

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“…Undeniable, the Corona Virus (COVID-19) pandemic has impacted worldwide. Due to its nature, the COVID-19 has rapidly and abruptly affected many countries across the globe (Cheong et al 2019;Jacob, Abigeal, and Lydia 2020;Joshi, Vinay, and Bhaskar 2020;Patricia Aguilera-Hermida 2020;Pokhrel and Chhetri 2021). As a result of this impact, human life aspects have changed, and countries from other countries, houses from other houses, and friends from other friends have distanced to avoid the quick spreading of the viruses, which impacts both economically and socially organizational.…”

Section: Introductionmentioning

confidence: 99%

“…This transition is an entirely new experience for students, educators, and higher education (Mazlan et al 2021;Patricia Aguilera-Hermida 2020;Pokhrel and Chhetri 2021), notably in higher learning education in developing countries. As a result, in higher education, the students and teachers have been forced to accept and usage of a new approach, the so-called "Education in Emergency" (Cheong et al 2019;Pokhrel and Chhetri 2021), within short notice and limited preparation time (Tsai et al 2020). In addition, effectively transition has required Higher education educators to adopt and use online platforms tools (Oyediran et al 2020) such as Class time, YouTube Ted-Ed, Google Classroom, Google Meet, Blackboard Learn, Zoom, Udemy, G Suite, and many others platforms (Joshi et al 2020;Mazlan et al 2021;Mishra, Gupta, and Shree 2020;Pokhrel and Chhetri 2021) in facilitating teaching and learning activities.…”

Section: Introductionmentioning

confidence: 99%

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Understanding the foremost challenges in the transition to online teaching and learning during COVID-19 pandemic: A systematic literature review

Hamad

2022

Journal of Educational Technology and Online Learning

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The study intends to understand the foremost challenges in the transition to online teaching and learning during the COVID'19 pandemic. The PRISMA approach reduces the selection of journal articles and review papers according to the research aims and the inclusion criteria. The journal articles and review papers were extracted and stored in M.S. Excel and Google Scholar, Academic. Microsoft, Semantic Scholar, Elsevier, and Emerald Insight databases searched relevant documents using formulated keywords. A statistical technique was applied using M.S. Excel to analyze data, including an independent t-Test to determine the differences among teachers and students. The review revealed the evidence that the majority of the studies were primarily focused on the individual developing countries and result from other developing countries not considered. In addition, the foremost challenges in the transition to online teaching and learning during the covid-19 pandemic were inadequate skills and training, inadequate Internet/Infrastructure, lack of supporting resources and lack of online student engagement and feedback. Finally, the independent t-test reveals no statistically significant difference in the transition to online teaching and learning challenges during the covid-19 pandemic. Both teachers and students encounter similar challenges. The systematic review raised concerns that higher learning needs to effectively implement strategies and support teachers and students in getting into online teaching and learning.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Understanding the foremost challenges in the transition to online teaching and learning during COVID-19 pandemic: A systematic literature review

Hamad

2022

Journal of Educational Technology and Online Learning

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“…On the other hand, the emergence of coronavirus disease pandemic in Indonesia on March 2020 forced all schools to switch from offline learning to online learning or distance learning (Lie et al, 2020). Meanwhile, when distance learning was implemented suddenly, teachers did not have enough time to design online classes; besides, many did not have online teaching experience (Cheong et al, 2019). As a result, only a few teachers can implement online learning with learning management systems (LMS).…”

Section: Introductionmentioning

confidence: 99%

Virtual Classroom Critical Thinking as an Alternative Teaching Model to Improve Students' Critical Thinking Skills in Pandemic Coronavirus Disease Era

Lestari¹,

Supardi²,

Jatmiko³

2021

EUROPEAN J ED RES

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<p style="text-align:justify">Critical thinking skills are one of the thinking skills needed to live in the 21st century and the era of the Industrial Revolution 4.0. This study aims to develop a Virtual Classroom Critical Thinking (VC2T) Model, which is valid, practical, and effective to improve students' critical thinking skills. VC2T model has six steps: problem orientation, formulation, group discussion, analysis, result discussion, and reflection. This study is a Research & Development (R & D) involving 33 high school students in Surabaya, Indonesia. Before being tested, the VC2T Model was designed based on the theory of Plomp and Nieveen and then validated by 3 (three) experts in physics education. Data were analyzed using validity by experts, implementation of teaching with the VC2T Model, paired t-test, calculation of n-gain, effect size and percentage of student responses. The results showed that the VC2T Model is: (1) valid with an average validity score of 4.14 in the high validity category; (2) practical with an average score of implementations teaching of VC2T Model 4.26 in the outstanding category; and (3) effective as indicated by increasing of students' critical thinking skills scores which are statistically significant at alpha .05, the average n-gain is .38 in the medium category, the effect size of 6.93 is in a strong category and the average students' response is 87.59 % with outstanding category.</p>

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“…As for the education system, due to the COVID-19 concerns, many institutions have moved their classes that are not in-person essential to the online format (Cao et al, 2020;Maatuk et al, 2021;Rizun & Strzelecki, 2020;Tiwari, 2020). However, in most cases, such a move could be sudden and mandatory, and may require the redesign of the class and the setup of supporting information technology and systems (Akram et al, 2021;Cheong et al, 2020;Maatuk et al, 2021). It could also require some level of effort from students to adapt to this new learning environment (Cheong et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…However, in most cases, such a move could be sudden and mandatory, and may require the redesign of the class and the setup of supporting information technology and systems (Akram et al, 2021;Cheong et al, 2020;Maatuk et al, 2021). It could also require some level of effort from students to adapt to this new learning environment (Cheong et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Examining Gender Differences in Student Learning During the COVID-19 Pandemic: A Model from the Switching Costs and Quality-Related Perspectives

Dang

Zhang

2021

JITE:Research

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Aim/Purpose: The aim of this study is to address the research questions on: (1) what factors can significantly influence student learning in remote classes during the COVID-19 pandemic? and (2) what are the gender differences, if any, in this context? To do this, the authors developed a research model from the switching costs (defined as the time and effort students have been put to change from one learning platform to another) and quality-related perspectives. In addition, gender differences are examined and identified by testing the proposed research model on male and female students, respectively. Background: The recent worldwide outbreak of COVID-19 has changed many aspects of people’s lives, including higher education. To better protect students and faculty, many universities have moved most of their classes online. Such a sudden change could make significant impacts on student learning. Thus, this study aims to empirically examine factors that can influence student learning in remote classes during the COVID-19 pandemic, and to investigate potential gender differences in such a context. Methodology: The survey method is used in this study. The survey invitation was sent to students in multiple classes that had switched from in-person learning to remote learning during the COVID-19 pandemic. The survey was distributed in the online format. In total, 428 students completed the survey, with 202 being males and 226 being females. Contribution: This study contributes to the current literature on student learning during emergency situations such as COVID-19 by developing a research model to systematically investigate potential factors that could influence their perceptions of academic performance and learning enjoyment. A second contribution is the integration of theoretical perspectives of switching costs and three types of quality-related constructs in the proposed research model. In addition, the authors also investigate gender differences based on the proposed research model, and some interesting differences have been found and reported in this study. Findings: Data analysis indicates that perceived value has a significant impact on perceived academic performance for female but not male students. In addition, male students find information quality to be a significant factor in perceived academic performance, but not perceived learning enjoyment; on the contrary, their female counterparts find it to be significant in influencing perceived learning enjoyment, but not perceived academic performance. Also, female students perceive system quality to be influential on their learning enjoyment and support service quality to be influential on their academic performance, but no such significant perceptions are found among male students. Recommendations for Practitioners: The results of this study could help bring some insights to educators on teaching remote classes during the COVID-19 pandemic (or potentially in other similar emergency situations). For example, when moving classes to the remote platform because of an emergency situation, in order to make sure a smooth transition and achieve a higher rate of student learning success, educators, as well as the institution, need to focus on reducing the costs and, in the meanwhile, increasing the benefits associated with such a change from the students’ perspective. In addition, educators may need to keep in mind the gender differences identified in this study, which may help them better understand the learning needs of different gender groups. Recommendation for Researchers: Researchers could validate and apply the proposed research model on students from different types of institutions (such as public universities vs. private universities) and students at different levels (such as undergraduate vs. graduate students). It could also be valuable to apply and extend the current model on students from other nations who have different cultural backgrounds. Impact on Society: Understanding influential factors on student learning during the COVID-19 pandemic, as well as gender differences in this context, could help educators better adjust their teaching of remote classes in such an emergency situation, thus meeting the learning needs of students in both gender groups. Future Research: Future research could further validate the research model proposed in this study by applying it to students in other institutions and other nations. Also, in addition to perceived academic performance and learning enjoyment, future research may expand the current model or create new models on other student learning-related dependent variables.

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COVID-19 and IT Education: Introduction to the Special Series (pp. 725-832)

Cited by 11 publications

References 1 publication

Understanding the foremost challenges in the transition to online teaching and learning during COVID-19 pandemic: A systematic literature review

Understanding the foremost challenges in the transition to online teaching and learning during COVID-19 pandemic: A systematic literature review

Virtual Classroom Critical Thinking as an Alternative Teaching Model to Improve Students' Critical Thinking Skills in Pandemic Coronavirus Disease Era

Examining Gender Differences in Student Learning During the COVID-19 Pandemic: A Model from the Switching Costs and Quality-Related Perspectives

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