Is Online and Distance Learning the Future in Global Higher Education?

Chan, Roy Y.; Bista, Krishna; Allen, Ryan M.

doi:10.4324/9781003125921-2

Cited by 15 publications

(13 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…One must note, however, that this and similar projects were never intended to replace study abroad, rather merely mitigate the immediate crisis. And ultimately, we found no scholarship examining the role or impact of hybrid or online instruction during study abroad since the onset of the pandemic, though some scholars have (likely correctly) predicted that online and hybrid instruction will become much more the norm for all students for the foreseeable future (Chan et al, 2022). A survey recently conducted by the non-profit organization Institute of International Education found that about a quarter of reporting colleges and universities are providing both in-person and online study abroad programs in fall 2022 and spring 2023 (Martel & Baer, 2022).…”

Section: Literature Reviewmentioning

confidence: 86%

Study Abroad in a (Post-) Pandemic World: Our New Normal and Some Reasons for Optimism

Levine-West¹,

Lam²,

Schaeffer³

2023

View full text Add to dashboard Cite

We report on a survey study of a group of U.S. students studying abroad in 22 different countries in the fall of 2021 and spring of 2022 (N = 261), as universities around the world began returning to in-person instruction but where a good deal of instruction was still conducted online or in some hybrid modality and where a range of COVID-19 restrictions were still in place. The anonymous online survey asked the students to estimate their concerns about the pandemic and study abroad prior to departure, gauge the level of COVID-19 restrictions in their study-abroad location, and then report on the impact of the pandemic on their learning, academic performance, and social interactions while abroad. Additionally, for those who were abroad for the purpose of improving or learning a language other than English, the survey had respondents share their perceptions of how the pandemic impacted their language learning. The survey also asked the students to elaborate on strategies or resources used to cope with the (negative) effects of the pandemic. The quantitative results show that pandemic-related restrictions were significantly associated with students' learning overall, language learning, academic performance, and social interactions, and that the students reported the greatest impact on social interactions compared with other aspects of the study-abroad experience. The data also suggest that the greater the percentage of instruction the students had in online or hybrid modalities, the greater the impact on their learning overall. The qualitative data triangulated with the quantitative data to show that the respondents reporting greater COVID-19 restrictions and a higher percentage of online or hybrid instruction experienced greater stress, anxiety, and difficulties with learning, socializing, and engaging with the culture abroad. Language learners in online classes reported feeling less motivated and having difficulties focusing; those who were in in-person classes reported comprehension and communication difficulties due to mask rules. That said, some respondents reported reaping benefits from more online and hybrid instruction. And many of the respondents shared strategies that mitigated their difficulties which give reason for optimism about ongoing pandemic-related restrictions and the increasing ubiquity of online and hybrid instructions during study abroad. We then sketch the contours of what appears to be the new normal in study abroad and some implications for study-abroad programs and educators indicated by these findings. Limitations of the study and directions for further research are presented.

show abstract

Section: Literature Reviewmentioning

confidence: 86%

Study Abroad in a (Post-) Pandemic World: Our New Normal and Some Reasons for Optimism

Levine-West¹,

Lam²,

Schaeffer³

2023

View full text Add to dashboard Cite

show abstract

“…It is already common knowledge that a new and rather rich literature has emerged to mitigate and assess the long-term effects of the COVID-19 lockdown period(s) on English Language Teaching (ELT). In order to avoid lengthy citation lists, the present article relies on a strict selection of scientific approaches specifically considering the potential enduring benefits of integrating information and communication technologies (ICT) into everyday post-COVID teaching practices [2,10], as well as of research papers focused on the utility and proper exploitation of audio-video (AV) instructional aids [1,4]. Other core bibliography comprises selected works on the "gamification" of learning [3,6].…”

Section: Core Theoretical Frameworkmentioning

confidence: 99%

Online Audio-Video Content as Homework in English Language Teaching: A Classroom-Tested Application for Undergraduate Programs Designed During the Coronavirus Pandemic

Hărşan

2022

International Conference KNOWLEDGE-BASED ORGANIZATION

View full text Add to dashboard Cite

The paper explores the potential permanent benefits of using online audio-video content as homework for undergraduate students in English Language Teaching (ELT), based on the author’s classroom experience with the application of the said strategy during the Coronavirus pandemic. The classroom-tested implementation analyzed in the article was focused on English Phonetics and Phonology related objectives. Furthermore, a similar, but adapted potential homework design model for teaching Aviation English (radiotelephony phraseology) to Air Force Academy cadets is explored. The main purposes of the present contribution are to describe the activities themselves, along with their intended purposes and results, to analyze student behavior in relation to the said use of technology, and ultimately to review the shortcomings and potential long-term benefits of permanent use for university-level education.

show abstract

“…Kada je nastava u visokoškolskim ustanovama počela da se sprovodi isključivo online, dok su na snazi bile mere sprečavanja širenja pandemije KOVID-a 19, nedostatak jasnih smernica i iznenadna organizacija nastave na ovaj način doveli su u pitanje kvalitet nastavnog procesa [10,11]. To je motivisalo istraživače da sprovode istraživanja o kvalitetu online nastave i stavovima studenata prema istoj [12,13].…”

Section: Uvodunclassified

“…Poslednje pitanje anketnog upitnika zahtevalo je od ispitanika da ocene sveukupni kvalitet organizovanja i održavanja online nastave na Odseku za medicinske i poslovno-tehnološke studije Akademije strukovnih studija Šabac. Distribucija odgovora ispitanika prikazana je u Tabeli 3, a odgovori grupisani u odnosu na sociodemografske karakteristike prikazani su u Tabeli 4. dosadašnje studije pokazuju da studenti i zaposleni smatraju da je tradicionalna nastava bolji način učenja [10]. U Republici Srbiji, i zemljama regiona rađena su istraživanja o stavovima studenata o online nastavi u različitim oblastima obrazovanja.…”

Section: Rezultatiunclassified

Attitudes and experiences of medical students of the Academy of Vocational Studies Šabac on online teaching

Pavić¹,

Antonić²,

Bogdanović-Vasić³

et al. 2022

Sestrinska reč

View full text Add to dashboard Cite

Introduction: During the COVID-19 pandemic, teaching in higher education institutions took place online, or combined. This way of teaching was a challenge for both teachers and students. Aim: The aim of the research is to examine the attitudes and experiences of medical students about online teaching. Methods: The research was conducted as a descriptive study. The research instrument is a specially designed questionnaire that assesses student attitudes and experiences with online teaching. The study included 103 students of medical courses, Healthcare and Pharmacy, at the Academy of Vocational Studies Šabac, Department of Medical and Business-Technological Studies in June 2022. Results: The majority of students were in the age category of 19-30 years, female, from the Health Care study program. The students expressed their agreement with the statements about the regularity of online classes at the Department, as well as the way of informing about obligations during online classes. The negative attitude of the students was that online teaching is not a better form of teaching than traditional teaching, as well as that online teaching is suitable for practical exercises. The overall quality of organizing online classes at the Department of Medical and Business-Technological Studies was rated four by most students. Conclusion: In the conditions of the fight against the COVID-19 pandemic, classes are organized well, but in the future, if necessary, classes should be combined. The obtained results will serve to improve the teaching process at the Department.

show abstract

Is Online and Distance Learning the Future in Global Higher Education?

Cited by 15 publications

References 0 publications

Study Abroad in a (Post-) Pandemic World: Our New Normal and Some Reasons for Optimism

Study Abroad in a (Post-) Pandemic World: Our New Normal and Some Reasons for Optimism

Online Audio-Video Content as Homework in English Language Teaching: A Classroom-Tested Application for Undergraduate Programs Designed During the Coronavirus Pandemic

Attitudes and experiences of medical students of the Academy of Vocational Studies Šabac on online teaching

Contact Info

Product

Resources

About