Cross-cultural impacts of COVID-19 on higher education learning and teaching practices in Spain, Oman, Nigeria and Cambodia: A cross-cultural study

Cifuentes‐Faura, Javier; Obor, Deborah O.; To, Loeurt; Al-Naabi, Ishaq

doi:10.53761/1.18.5.8

Cited by 51 publications

(42 citation statements)

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“…During the worldwide lockdown and transition to online learning, students were most satisfied with the support provided by teaching staff and their universities' public relations [61]. However, students received inadequate social support and security protection from others and their instructors when they needed it [62]. Thus, higher education institutions must ensure inclusive, equitable, and quality education that reduces the digital divide, promoting sustainable activities [63,64].…”

Section: Discussion and Consequencesmentioning

confidence: 99%

Factors Influencing University Students’ Adoption of Digital Learning Technology in Teaching and Learning

et al. 2022

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Education and learning have been significantly impacted by ICT. The purpose of this project is to create a new model and conduct confirmatory factor analysis in order to better understand how students utilize ICT in the classroom. An additional aim is to study, based on students’ attitudes and aspirations to utilize ICT for digital learning, their fundamental computer abilities, media-related skills, WBS, and adoption of digital learning technologies, by surveying students at Bisha University and King Faisal University. Structural equations modeling (SEM)-AMOS was used to survey 711 university students, and this study used an improved version of the Technology Acceptance Paradigm (TAM) approach as its research paradigm, as well as quantitative data collection and analytic methodologies. Students’ comments were divided into seven categories and analyzed to identify their attitudes toward and intentions for using ICT in learning environments. BCS, media-related abilities, and WBS all had a substantial influence on perceived usefulness and perceived ease of use, according to the research. This model, which was based on research, was successful in describing students’ attitudes and intentions about using ICT for digital learning.

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Section: Discussion and Consequencesmentioning

confidence: 99%

Factors Influencing University Students’ Adoption of Digital Learning Technology in Teaching and Learning

et al. 2022

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“…The COVID-19 pandemic has had significant implications for higher education, with a focus on pivoting educational outcomes toward online and digital curricula to enable education during lockdowns and emergency remote teaching [19,20]. These rapid systemlevel changes have led to declines in student and staff wellbeing [21][22][23]. The pandemic has created a need for critical divergence from the pre-pandemic social missions of universities and higher education institutions.…”

Section: And the University Of Tasmania Sustainability Vision Is [16]mentioning

confidence: 99%

Sustainability in Higher Education during the COVID-19 Pandemic: A Systematic Review

2022

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The COVID-19 pandemic has created cause for rapid innovation in, reimagining of, and pivoting of higher education institutions. Prior to 2020, the global higher education sector began to radically focus their efforts on creating sustainable institutions, and incorporated the United Nations’ Sustainable Development Goals (SDGs). The novel coronavirus pandemic may have changed that. This systematic review examines eight manuscripts, identified through a systematic search strategy on sustainability during the COVID-19 pandemic across 2020–2021. Interestingly, the low volume of manuscripts identified highlights potential learning and teaching risks, as priorities may have shifted during rapid digitalization and emergency remote teaching practices. These manuscripts focused on Goal 4, inclusive and equitable quality education (50%); Goal 8, decent work and economic growth; Goal 9, industry, innovation, and infrastructure (37.5%); and goal enabling through integrating and embedding sustainability into the curriculum (12.5%). The implications of this systematic review highlight a need to rebuild efforts to focus on the Sustainable Development Goals, particularly considering the evolving higher education landscape during COVID-19. While there were still considerable volumes of manuscripts on higher education and sustainability during 2020–2021, the lack of contextualization to current higher education conditions should be of concern for sustainability scholars. This systematic review creates a critical foundation for accelerating our understanding of achieving SDGs in higher education during and beyond the pandemic.

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“…In the current period of technical advancements, it is evident that technological improvements have an impact on all sectors of society [5]. The use of technology during the COVID-19 pandemic in higher education institutions has grown to encompass the creation of novel learning and instruction methods [5][6][7]. Students and instructors have been shown to benefit from M-learning, with improved face-to-face and remote student involvement [8].…”

Section: Introductionmentioning

confidence: 99%

Students’ Perceptions of the Actual Use of Mobile Learning during COVID-19 Pandemic in Higher Education

Alturki

Aldraiweesh

2022

Sustainability

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Mobile learning (M-learning) has become a significant component of higher education technology. Moreover, M-learning allows students to study, collaborate, and exchange ideas while using the internet and technology. Furthermore, an acceptance of M-learning is necessary for students and educators when it comes to using M-learning systems. However, in Saudi Arabia, not enough studies have been conducted to address students’ perceptions of their actual use of mobile learning for the purpose of education during the COVID-19 pandemic. Therefore, the current research aims to examine students’ satisfaction with their behavioral intention to use mobile learning, as well as their perceptions of their actual use of mobile learning during the COVID-19 pandemic in higher education. The research is based on the Technology Acceptance Model (TAM). The satisfaction and behavioral intentions of students to utilize mobile learning to make real use of mobile education was measured using four separate variables. A TAM survey was used to collect the majority of the data, with questionnaires being randomly distributed to 300 students from King Saud University. SPSS and Smart-PLS3.3.3 were used to analyze the data. The results in terms of the students’ satisfaction and behavior in using M-learning show that M-learning has a good and constructive influence on the actual usage of M-learning during the COVID-19 pandemic in higher education. As a result, we encourage students to use M-learning in their classrooms and to collaborate with their peers at higher education institutions. The study’s empirical findings aid in the integration of the TAM model in order to increase students’ M-learning performance.

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Cross-cultural impacts of COVID-19 on higher education learning and teaching practices in Spain, Oman, Nigeria and Cambodia: A cross-cultural study

Cited by 51 publications

References 0 publications

Factors Influencing University Students’ Adoption of Digital Learning Technology in Teaching and Learning

Factors Influencing University Students’ Adoption of Digital Learning Technology in Teaching and Learning

Sustainability in Higher Education during the COVID-19 Pandemic: A Systematic Review

Students’ Perceptions of the Actual Use of Mobile Learning during COVID-19 Pandemic in Higher Education

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