Higher Education with Distance Learning during COVID-19 Pandemic - a Transitional Semester from the Viewpoint of Teachers

Abstract

2020 presented unprecedented challenges in the higher education system. The first wave and the still-lasting COVID-19 pandemic brought the need for a new mindset, both from educators-teachers and students around the world. In this paper, we focus on our country Hungary and present the general feedback on distance education at Budapest University of Technology, Faculty of Electrical Engineering, and Informatics from the viewpoint of teachers. After a survey within the course coordinators at the faculty, we present the general results and the lessons learned from the obtained data. The feedback form questions focused on the aspect of knowledge transfer and the examination methodologies at the faculty. The results and the responses give an overall outlook on the success of the transitional semester and might offer directions for future problem-solving in remote education.

A barrier diagnostic framework in process of digital transformation in higher education institutions

“…The concept of digital transformation in the higher education sector is a relatively new research field where the academic literature that discusses the stages of digital transformation in higher education is still relatively rare to be found. However, some research studies have led to two main stages in the digital transformation process in higher education, including the transformation of internal business processes and the transformation of educational services/programs (Crawford et al , 2020; Kaminskyi et al , 2018; Géczy et al , 2020; Kuzu, 2020; Mishra et al , 2020; Sandkuhl and Lehmann, 2017; Stüber, 2018). These two main phases are the basis for identifying potential barriers.…”

Evaluation of Distance Musical Instrument Education of Amateurs in Terms of Teachers’ Opinions During the Pandemic

“…However, it is thought that teachers faced many difficulties during this process in which they carried out unconventional practices, and they also had to use different methods. Some research on educational activities during the Covid-19 pandemic process has been conducted (Er Türküresin, 2020;Pınar & Dönel Akgül, 2020;Demir & Özdaş, 2020;Gök & Kılıç Çakmak, 2020;Ahn, 2020;Bergdahl & Nouri, 2021;Sari & Nayır, 2020;Duman, 2020), including research on distance musical education (Sakarya & Zahal, 2020;Canbay & Nacakçı, 2011;Yungul, 2018;Levinsen et al, 2011;Rosset, Baumann, & Altenmüller, 2021;Habe, Biasutti & Kajtna, 2021;Hash, 2021;De Bruin, 2021;Ruokonen, 2018 ;Géczy & Krammer, 2020). In addition, some studies on distance amateur music education were held (Aksoy, Güçlü, & Nayir, 2020;Açıksöz & Güdek, 2018;Ruokonen, Juntunen & Ruismaki, 2013).…”