Global impact of COVID-19 on education systems: the emergency remote teaching at Sultan Qaboos University

Osman, Mohamed

doi:10.1080/02607476.2020.1802583

Cited by 154 publications

(149 citation statements)

References 1 publication

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“…Moreover, students who do not have internet access will suffer to take assessments and evaluations (Sahu, 2020). In (Osman, 2020) the assessment and evaluation of students' performance in online learning is difficult for both instructors and students particularly teaching practicum, technical competencies, and the assessment of practical skills is difficult.…”

Section: Assessment and Evaluationmentioning

confidence: 99%

The Impact of COVID-19 Pandemic on Education System in Developing Countries: A Review

Tadesse¹,

Muluye²

2020

JSS

249

147

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Coronavirus affects the education system in the world. Schools, colleges, and universities are closed to control the spread of the coronavirus. School closure brings difficulties for students, teachers, and parents. So, distance learning is a solution to continue the education system. However, the lack of network infrastructures, computers, and internet access is challenging distance learning in developing countries. This paper aims to review the impact of the COVID-19 pandemic on the education system in developing countries. Hence, countries design a strategy to use educational technology, zero-fee internet educational resources, free online learning resources, and broadcasts teaching. During closures, educational institutions design curriculum, prepare teaching-learning strategies for post-coronavirus. The educational institutions design strategies to recover lost learning, and return students to school when schools reopen. Coronavirus has been impacting the face-to-face education system of developing countries. Therefore, developing countries should enhance broadcast teaching, online teaching, and virtual class infrastructures.

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Section: Assessment and Evaluationmentioning

confidence: 99%

The Impact of COVID-19 Pandemic on Education System in Developing Countries: A Review

Tadesse¹,

Muluye²

2020

JSS

249

147

View full text Add to dashboard Cite

show abstract

“…A number of authors have quickly published articles related to emergency remote teaching during a pandemic (Bozkurt and Sharma, 2020;Gares et al, 2020;Jeffery and Bauer, 2020;Osmond, 2020;Petillion and McNeil, 2020). Several key themes related to the challenges of emergency remote teaching are apparent in the literature and relate closely to the concepts in this paper.…”

Section: Connections To Recently Published Literaturementioning

confidence: 83%

“…Meaningful interaction among students, between faculty and students, and between students and course content impacts learning outcomes in all classrooms (Osmond, 2020). With emergency remote teaching, faculty were expected to revise courses very quickly and were allotted very little time to consider the development of teaching/learning activities that encourage all types of interaction.…”

Section: Connections To Recently Published Literaturementioning

confidence: 99%

“…Many schools implemented academic accommodations (Gares et al, 2020;Osmond, 2020) such as offering a credit/no credit grading option rather than using letter grades. This action is a positive step toward demonstrating empathy regarding the student experience and in turn communicating care.…”

Section: Connections To Recently Published Literaturementioning

confidence: 99%

“…Other actions documented in published literature which communicate care during this time include; flexible deadlines, frequent faculty check ins with students, and opportunities for students to have open discussions with faculty (Gares et al, 2020). The impact of such academic accommodations on the sense of rigor in the classroom has been a concern for some faculty (Osmond, 2020).…”

Section: Connections To Recently Published Literaturementioning

confidence: 99%

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The Phenomenon of Moving to Online/Distance Delivery as a Result of COVID-19: Exploring Initial Perceptions of Higher Education Faculty at a Rural Midwestern University

et al. 2020

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The purpose of this study was to explore the initial perceptions and experiences of faculty whose classes were moved to an online/distance delivery as a result of the COVID-19 pandemic. Using mixed methods online survey methodology, the researchers sought to describe faculty perceptions relative to their response to moving all university courses online within the timeframe allotted by university leadership. Building upon this groups' previous research, which focused on the relationships among care and rigor in the online teaching/learning environment, the researchers designed survey questions to further explore these concepts during a time of chaos. The survey addressed faculty perceptions and lived experiences related to supporting this transition, previous experiences with online teaching, the role of rigor and care in course design and implementation, and opportunities for demonstrating care toward colleagues. Information gleaned from the study will help to inform university leadership, instructional design support personnel, and faculty. As the long-term economic, social, and academic effects are realized across the world, the researchers anticipate significant changes in higher education.

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The pros and cons of teaching soil fertility live versus online

Mahler

2021

Natural Sciences Education

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The COVID-19 pandemic in 2020 has changed the way higher education delivers materials to students. The purpose of this study is to compare the pros and cons of teaching Soil Fertility and Plant Nutrition (Soils 446), a class with a history of being taught live and online, from both the live and online perspectives. For our comparison, the following data was gathered: (a) history of when and how the class was offered, (b) content of Soils 446, (c) assessment of student achievement, (d) student evaluations of the course conducted by the University of Idaho, and (e) a postclass survey of online students. Reasons for live classroom teaching being superior include: (a) classroom interaction with the instructor and other students, (b) allowing students to ask questions of the instructor during the lecture, right after class or on a face-to-face basis during designated office hours, and (c) the availability of local library resources and other staff to help with questions and projects. Reasons for online teaching being superior include: (a) distance students can take this class, (b)the online course may offer better time management for distance students, and (c) email, bblearn, ZOOM, and SKYPE are tools that allow frequent contact between the student and instructor. Motivated students were successful in both approaches. For less or unmotivated students both delivery methods are equally mediocre.

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Global impact of COVID-19 on education systems: the emergency remote teaching at Sultan Qaboos University

Cited by 154 publications

References 1 publication

The Impact of COVID-19 Pandemic on Education System in Developing Countries: A Review

The Impact of COVID-19 Pandemic on Education System in Developing Countries: A Review

The Phenomenon of Moving to Online/Distance Delivery as a Result of COVID-19: Exploring Initial Perceptions of Higher Education Faculty at a Rural Midwestern University

The pros and cons of teaching soil fertility live versus online

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