Does online technology provide sustainable HE or aggravate diploma disease? Evidence from Bangladesh—a comparison of conditions before and during COVID-19

Alam, Gazi Mahabubul

doi:10.1016/j.techsoc.2021.101677

Cited by 45 publications

(50 citation statements)

References 57 publications

(147 reference statements)

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“…Furthermore, it could not guarantee a qualified and proper education. Thus, it could not be promised that graduates could be successful in their academic career and job readiness due to its time consumption [2]. Thus, the present study proposed the research question: RQ5: Does online technology provide a sustainable education in terms of academic success and job readiness before and during COVID-19?…”

Section: Online Technology and A Sustainable Educationmentioning

confidence: 94%

“…Although sustainable education might cater to market popularity, online technology could ensure that the right knowledge and skills were put first for different modes of technology occurring in different situations [69]. Online technology could be useful for academic success, as it could easily make all students focus on online learning [2]. However, as the COVID-19 pandemic continued to spread, there was a concern that technology-based sustainable education could merely be accepted by students with a high socio-economic status.…”

Section: Online Technology and A Sustainable Educationmentioning

confidence: 99%

“…Some studies pointed out that there were both pros and cons of online technology [2]. Students in online education had higher grades than they did in the conventional faceto-face teaching method.…”

Section: The Role Of Online Technologymentioning

confidence: 99%

“…Online technology might help improve students' academic performance, although students' academic achievements were doubtful, as there was a possibility to fabricate grading [64]. Online technology provided a lot of innovative ideas in many cases to improve sustainable education, yet pieces of evidence suggested that students performed well in job readiness before the COVID-19 pandemic [2]. Furthermore, online technology had shortcomings in providing sustainable education during the COVID-19 pandemic [2].…”

Section: The Role Of Online Technologymentioning

confidence: 99%

“…The implications of online higher education have gained significant prominence. Online higher education aims to get educators into the Internet space, expanding students' learning opportunities [2]. When the online education market rapidly developed within a few decades, higher education institutions adapted to online course offering and design.…”

Section: Introductionmentioning

confidence: 99%

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Teachers’ Satisfaction, Role, and Digital Literacy during the COVID-19 Pandemic

Ming

2022

Sustainability

151

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The COVID-19 pandemic has unexpectedly affected the educational process worldwide, forcing teachers and students to transfer to an online teaching and learning format. Compared with the traditional face-to-face teaching methods, teachers’ professional role, career satisfaction level, and digital literacy have been challenged in the COVID-19 health crisis. To conduct a systematic review, we use critical appraisal tools from the University of the West of England Framework We removed the irrelevant and lower-quality results to refine the results and scored each selected paper to get high-quality studies with STARLITE. The number of finally included studies is 21. We used the PICO mnemonic to structure the four components of a clinical question, i.e., the relevant patients or population groups, the intervention (exposure or diagnostic procedure) of interest, as well as against whom the intervention is being compared and considered appropriate (outcomes). We formulated five research questions regarding teachers’ professional role, satisfaction, digital literacy, higher educational practice, and sustainable education. The study found that teachers’ professional roles changed complicatedly. Moreover, they were assigned more tasks during the online teaching process, which also implicated a decline in teachers’ satisfaction. After the COVID-19 pandemic, it is necessary to conduct a blended teaching model in educational institutes. Teachers should have adequate digital literacy to meet the new needs of the currently innovative educational model in the future. In addition, the study reveals that teachers’ digital literacy level, career satisfaction, and professional role are significantly correlated. We measured to what degree the three factors affected the online teaching and learning process. Ultimately, the study may provide some suggestions for methodological and educational strategies.

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Section: Online Technology and A Sustainable Educationmentioning

confidence: 94%

Section: Online Technology and A Sustainable Educationmentioning

confidence: 99%

Section: The Role Of Online Technologymentioning

confidence: 99%