Network Education and Blended Learning:  Cyber University concept and Higher Education post COVID-19 Pandemic

Carius, Ana Carolina

doi:10.33448/rsd-v9i10.9340

Cited by 19 publications

(17 citation statements)

References 9 publications

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“…From a global perspective, much focus is paid to the decrease of international student mobility (e.g., Mercado, 2020 ; Yıldırım, Bostancı, Yıldırım, & Erdoğan, 2021 ). The development of a virtual learning environment has become an agenda for universities (e.g., Carius, 2020 ; ICEF Monitor, 2020 ), which is challenging for international students who aim to experience a foreign culture. Yet the research direction of international students amid COVID-19 is place specific and multifaceted which requires academic investigation ( Yuan, Sude, Chen, & Dervin, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Exploring Chinese students’ issues and concerns of studying abroad amid COVID-19 pandemic: an actor-network perspective

Cheng

Agyeiwaah

2022

Journal of Hospitality, Leisure, Sport & Tourism Education

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Chinese students’ issues and concerns of studying abroad amid the COVID-19 pandemic have been largely neglected in the tourism and hospitality education research. Based on the actor-network perspective, this paper explores the network of issues and concerns of Chinese students who have planned to study abroad. In-depth interviews, observations, and open-ended questionnaires are employed with a purposive sample of 16 hospitality students from a university in Macau. We identify five major concerns and issues namely health risk, dissatisfaction with online study, feeling difficult to get into a top university, discrimination of Chinese in the West, and perception of restricted opportunity to make a cross-cultural exchange.

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Section: Introductionmentioning

confidence: 99%

Exploring Chinese students’ issues and concerns of studying abroad amid COVID-19 pandemic: an actor-network perspective

Cheng

Agyeiwaah

2022

Journal of Hospitality, Leisure, Sport & Tourism Education

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“…Based on this approach, it is useful to focus on the hybrid, network and blended education model, which combines traditional and online education. The pandemic process brought virtual university models to the agenda along with hybrid education (Carius, 2020). The hybrid education model and hybrid campuses offer students a choice by combining digital and face-to-face education (Skulmowski and Rey, 2020).…”

Section: Introductionmentioning

confidence: 99%

Rethinking mobility of international university students during COVID-19 pandemic

Yıldırım

Bostancı

Yıldırım

et al. 2021

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PurposeThe purpose of the study is to examine the relationship between the COVID-19 pandemic and international student mobility from an alternative perspective and to reveal descriptive findings.Design/methodology/approachThis study follows qualitative research methodology. In accordance with the purpose of the study, the data were collected by the literature review and then it was analyzed by the descriptive analysis method. The effect of the COVID-19 pandemic on international student mobility and the relationships between these variables are explained by tables and classifications.FindingsAccording to the findings obtained, the restrictions in physical student mobility and shutdown are observed as the biggest challenges that occurred in higher education during the COVID-19. On a global scope, international student mobility has experienced a major break. Physical campus life is still on standby. Online higher education does not give any campus life as before. Students cannot benefit form city's or country's facilities when studying online at home country. The collaboration between university and business has been declined and this is even more discouraging for international students. The hybrid education model produced an intermediate solution in this period. On the other hand, the rise of online education has created new techniques for higher education. University students who cannot go abroad attend different countries lectures and education programs. But also a new challenge has come as the access of online platforms in under developing countries university students. Online education system also discussed in terms of creating inequality in higher education.Research limitations/implicationsThis study focused on student mobility and not focused about academic mobility.Practical implicationsIt is seen that the traditional higher education system has been adapted into online distance higher education system since COVID-19 crises began globally. On the other side, it is observed that most of studies have focused the effect of COVID-19 on university students based on the transition to online education. When considering the effect of pandemic process on the mobility of international students and higher education, the authors can suggest policy makers to develop new higher education protocols and teaching models supporting key issues (economic, social, health, education and equalization) in the long-term. Higher education institutes have been able to produce creative and innovative solutions for both education and communication during the pandemic process.Social implicationsUniversity students who cannot go abroad attend different countries lectures and education programs. But also a new challenge has come as the access of online platforms in under developing countries university students. Online education system also discussed in terms of creating inequality in higher education.Originality/valueThis study provides a new perspective for international student mobility in the context of COVID-19 pandemic. This is an emerging issue for the literature. This study is original with its approach to the subject from a global perspective through reviewing the studies of different countries. This study points out key variables for determining the effect of COVID-19 on international student mobility for future studies. When employing quantitative research models, the current key variables can guide them.

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“…El acceso al internet debe estar garantizado como un derecho universal, abierto y accesible para todos en el presente y futuro de la humanidad (UNESCO, 2019). Las universidades tienen el compromiso de asumir sus procesos de transformación digital para poder afrontar el futuro post-pandémico en mejores condiciones (Llorens & Fernández, 2020;Carius, 2020).…”

Section: Riiteunclassified

Percepciones en torno a una educación remota y a una educación híbrida universitaria durante la pandemia de la COVID-19: estudio de caso

Burgos¹

2021

RIITE

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El presente artículo tiene como propósito realizar un estudio sobre las percepciones en torno a una educación remota y a una educación híbrida en la educación superior. El estudio de caso de un programa universitario de posgrado se articula con el enfoque de la investigación basada en el diseño para analizar percepciones sobre una educación remota en tiempos de pandemia e identificar factores claves de éxito para una nueva normalidad educativa a partir de los microciclos de la fase de implementación. Entre los hallazgos, se reconoce que una educación remota respondió a la emergencia de la pandemia y se identificaron factores claves de éxito tales como la temporalización del proceso de enseñanza y aprendizaje, la docencia sincrónica, el diseño tecnopedagógico de los entornos virtuales de aprendizaje, y la transformación digital universitaria. Estos resultados permiten resignificar el concepto tradicional de educación híbrida incorporando fortalezas de la educación remota, y reposicionándola como una modalidad de estudio estratégica para una nueva normalidad educativa que recupere progresivamente la presencialidad y expanda el aprendizaje de los estudiantes. La presente investigación contribuye a plantear pistas desde la educación híbrida hacia una renovada educación postpandemia. The purpose of this article is to lead a case study on perceptions around remote education and hybrid education in higher education. The case study of a graduate university program is articulated by the design-based research approach for analyzing perceptions about remote education in the Covid-19 pandemic and to identify key success factors for new educational normality through the microcycle of análisis and exploration. Among the findings, it is recognized that remote education responded to the emergency of the pandemic and identified key success factors such as teaching and learning timing, synchronous teaching, instructional design of virtual learning environments, and digital transformation in universities. These results allow us to re-signify the formal concept of blended learning including key strengths of remote learning and consider it as a strategic learning model for new higher education normality that will progressively recover face-to-face classrooms and expand students’ learning. This research contributes to raising clues from blended learning to renovate post-pandemic education

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Network Education and Blended Learning: Cyber University concept and Higher Education post COVID-19 Pandemic

Cited by 19 publications

References 9 publications

Exploring Chinese students’ issues and concerns of studying abroad amid COVID-19 pandemic: an actor-network perspective

Exploring Chinese students’ issues and concerns of studying abroad amid COVID-19 pandemic: an actor-network perspective

Rethinking mobility of international university students during COVID-19 pandemic

Percepciones en torno a una educación remota y a una educación híbrida universitaria durante la pandemia de la COVID-19: estudio de caso

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