COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong

Mok, Ka Ho; Xiong, Weiyan; Rahman, Hamzah Nor Bin Aedy

doi:10.1177/22125868211007011

Cited by 84 publications

(84 citation statements)

References 61 publications

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“…A study conducted by Mok et al (2021) that evaluates online learning experiences of students in higher education institutions in Hong Kong during the pandemic, found that students were dissatisfied with emergency online learning. So addressing the challenges of emergency online learning, higher education institutes management should find a mixed-mode of delivery for enhancing teaching and learning.…”

Section: Background Perspectivementioning

confidence: 99%

An agile educational framework: A response for the covid-19 pandemic

et al. 2021

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The COVID-19 pandemic has caused an emergent move in all countries across the world. All education institutions were forced to shut down until further notice and were forced to come up with creative solutions to continue with the learning process. Based on existing literature, students and faculty feedback, and interview responses obtained from top management of higher education institutions in several countries, this paper proposes an agile educational framework for higher education institutions to be better prepared for teaching/learning in the digital age for the long term, and for the upcoming academic years in the short term. The proposed framework encompasses the major components that contribute to the effectiveness and efficiency of online, hybrid or traditional face-to-face instruction mode.

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Section: Background Perspectivementioning

confidence: 99%

An agile educational framework: A response for the covid-19 pandemic

et al. 2021

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“…As some participants expressed, stress factor during the pandemic has motivated some students to take the easy way out. Studies from Bangladesh (Khan, et al 2021), Hong Kong (Mok, et al 2021), and Vietnam (Tran, et al 2021) also found that students mentally and psychologically struggled during the pandemic, and some showed signs of depression; they did not find online learning satisfying; they lacked the computer skills and sometimes the equipment to complete online assignments.…”

Section: Discussionmentioning

confidence: 99%

The rise of contract cheating during the COVID-19 pandemic: a qualitative study through the eyes of academics in Kuwait

Erguvan

2021

Lang Test Asia

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Contract cheating has gone rampant in higher education recently. When institutions switched to online learning during the COVID-19 pandemic, the percentage of contract cheating students climbed to unprecedented levels. Essay mills saw the lack of face-to-face interaction and proctoring on campus as an opportunity and used aggressive marketing methods to attract students. This study asked the opinions of 20 faculty members working in the English departments of private higher education institutions in Kuwait regarding contract cheating through interviews. The data was analyzed with MAXQDA 2020. The findings show that all faculty members can recognize contract cheating easily. Most of them see contract cheating as a serious problem in the higher education system, a threat to the reliability of language assessment, triggered by laziness, the social pressure to graduate with a high GPA, and exacerbated by the cheating opportunities in online education. Academics have developed certain individual strategies in their courses to curb the number of contract cheating students; however, institutional measures differ, and in some, there are no measures or sanctions on contract cheating students.

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“…The rapid growth in distance learning became more prominent when the COVID-19 crisis started in 2020, which has now become the most significant challenge for many educational institutions (Daniel, 2020). The pandemic has forced online teaching and learning to become the primary instruction medium at various levels of education (Butnaru, 2021;Mok, 2021). Governments were forced to shut down schools, which were required to switch to distance education and online learning, even without any adequate preparation.…”

Section: Introductionmentioning

confidence: 99%

Filipino Teachers’ Attitudes towards Distance Learning during the Covid-19 Pandemic

Jr.¹,

Balibrea²,

Bleza

2022

IJLTER

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Due to the impact of the COVID-19 pandemic, distance education has subsequently turned into the dominant mode of teaching, especially in the Philippines, where the majority of schools are still physically closed. Over a year since distance education was fully implemented in the country, it is essential to understand the general attitudes towards distance learning of Filipino teachers who have been teaching at various educational levels, including elementary, secondary, and tertiary levels, particularly in terms of student interaction, student performance, tool use, and availability, the support they have received from their schools, their willingness to handle distance and learning classes, as well as their experience in online teaching. The quantitative study was conducted with 151 respondents, using an online survey. Regarding their general attitude towards distance learning, the majority believe that distance education is not a viable alternative to face-to-face learning. In terms of student performance, a big majority believe that students learn less in distance-education classes; and academic dishonesty is more prevalent in such a setting. Teachers also had a more negative attitude towards the availability of an infrastructure for distance learning and the difficulty of managing the technology needed. Still, they have a more positive attitude regarding the support they receive from their schools. Overall, the study revealed that respondents have mixed attitudes towards distance learning, although there is a statistically significant difference between their gender and their attitudes towards distance learning. Moreover, the benefits of distance learning can be maximized, if appropriate training and support are provided to both teachers and students.

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COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong

Cited by 84 publications

References 61 publications

An agile educational framework: A response for the covid-19 pandemic

An agile educational framework: A response for the covid-19 pandemic

The rise of contract cheating during the COVID-19 pandemic: a qualitative study through the eyes of academics in Kuwait

Filipino Teachers’ Attitudes towards Distance Learning during the Covid-19 Pandemic

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