COVID-19 and rapid digitalization of learning and teaching: quality assurance issues and solutions in a Sino-foreign higher education institution

Abstract

Purpose This paper aims to report and analyze the lessons learnt from a case study of the implementation of the move from onsite to online learning at a Sino-Foreign higher education institution. Design/methodology/approach This paper reports a case study based on an analysis of three elements of the move to digital education during the COVID-19 pandemic. In suggesting three elements, it argues that the first and most immediate move away from onsite teaching should be thought of as emergency response teaching, and it is the lessons learnt from this vital and necessary stage that have informed the subsequent implementation of a more digitalization process. Findings The case study identifies the journey that the university is going through to deliver digitalized education, and how the pandemic hastened what had already been started. It illustrates how the pandemic has been useful in highlighting where we are, what decisions have been made and what still needs to be done with regard to readiness for the disruption likely by Industry 4.0. Research limitations/implications The study was conducted at one institution, which along with eight other similar institutions is unique within China. Findings, especially the processes of making decisions, while relevant to the wider discussion on digitalization and Industry 4.0, should also be considered in this light. Practical implications While the focus of the paper is on COVID-19 and Rapid Digitalization of Learning and Teaching, the main implication is that universities need to better prepare their teaching staff for digitalized education, especially if they are wanting to engage with disruption brought about by Industry 4.0. Originality/value The paper is based on a single university case study of a rather unique university within China. The discussion illustrates the need for flexibility and decisiveness in making key decisions on managing disruption, but with strategic direction in mind, illustrated in the study by COVID-19, but with future digitalization initiatives also to the fore.

Transnational Higher Education Partnerships in the Covid-19 Era; Students’ Rating of an Online and Modular Learning Programme

“…Much as the results of this study reveal a successful adoption of online-modular learning in a transnational higher education partnership programme, there are underlying revealed challenges like inadequate instructional and reading materials, insufficient ICT facilities plus inadequate preparedness of instructors and students, which could cost the programme its intended learning outcomes. Perrin and Wang (2021) observe that the shift to e-learning by universities was coupled with some incumbrances emanating from financial and human resource insufficiencies and among these was adequately trained teaching staff in digitalized education techniques. Indeed, the global higher education landscape was highly altered by the Covid-19 pandemic and the proceeding lockdown.…”

“…This eases the process of accessing programs and courses through various ICT platforms that are user-friendly. The crisis-inclined shift to E-learning by universities during the Covid19 pandemic lockdown was not void of any incumbrances especially accruing from financial and human resource incapacitations, and prominent among these was adequately trained teaching staff in digitalized education techniques (Perrin and Wang, 2021).…”

“…Over 94% of the world's student population has been affected by the closure of schools and universities and hence many of these migrated to online learning platforms. The pandemic has grossly impacted on higher education development through aspects like the adoption of online learning from physical face-to-face lectures, many physical activities and events being cancelled and a partial cease in the mobility of international students which affected university finances (Perrin & Wang, 2021;Tesar, 2020). Nonetheless, the disruption came with numerous opportunities too within education and specifically the higher education sector.…”

“…There has been a general rethinking of higher education with mind-blowing questions like how the teaching/learning process can competently be managed through increased use of technology. The greatest questions of the day concentrate on issues like quality assurance, assessment, measurement, and evaluation in the new era of higher education (Sambell & Brown, 2021;Boud & Soler, 2016;Perrin & Wang, 2021). Crossborder tertiary education can be a key influencing factor in generating new forms of knowledge, creativity, and innovation for the benefit of society if institutions adopt a collaborative model.…”

How do students deal with forced digitalisation in teaching and learning? Implications for quality assurance

“…It materialises in the quality of organisational processes, as well as in the pedagogical capacities of teachers and in the contributions of learners to their academic achievement. Because the COVID-19 pandemic has disrupted the organisational and pedagogical framework under which higher education traditionally took place (El Masri and Sabzalieva, 2020), the framework for assuring the quality of such coursework needs to be reconsidered and adjusted to "the new normal" (Perrin and Wang, 2021).…”