2020
DOI: 10.37074/jalt.2020.3.2.20
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Novel coronavirus (COVID-2019) pandemic: Common challenges and response from higher education providers

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Cited by 10 publications
(7 citation statements)
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References 23 publications
(34 reference statements)
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“…In their work W. Cao and colleagues [18] notice that the isolation caused by COVID-19 not only make difficulties for attendance, learning and acquisition of new knowledge among many students, but also it caused psychological stress and anxiety for both students and university teachers. Scientists from the UK, headed by Thathsara D. Maddumapatabandi [19], note the rapid technical growth of information technologies, developing in step with the time in the online education system. But at the same time, they are afraid of the occurrence of negative problems which can negatively affect the selfdiscipline of students.…”
Section: Discussionmentioning
confidence: 99%
“…In their work W. Cao and colleagues [18] notice that the isolation caused by COVID-19 not only make difficulties for attendance, learning and acquisition of new knowledge among many students, but also it caused psychological stress and anxiety for both students and university teachers. Scientists from the UK, headed by Thathsara D. Maddumapatabandi [19], note the rapid technical growth of information technologies, developing in step with the time in the online education system. But at the same time, they are afraid of the occurrence of negative problems which can negatively affect the selfdiscipline of students.…”
Section: Discussionmentioning
confidence: 99%
“…Some spheres of society were more drastically affected than others, and education was one of them. Higher education institutes had to devise ways to continue teaching using online platforms and all students had to adapt to new ways of studying (Denzin & Giardina 2021:2;Maddumapatabandi & Gamage 2020). Academic research did not escape these changes (Denzin & Giardina 2021:8).…”
Section: The Covid-19 Context and Academic Researchmentioning
confidence: 99%
“…Such rapid adaptation was met with resistance from some staff and students, in part due to unproductive study spaces and mental wellbeing issues. Additionally, technology challenges created issues in quality of, and access to teaching and learning resources, including in laboratory and practice-based activities (Deng et al, 2021 ; Maddumapatabandi & Gamage, 2020 ; Mseleku, 2020 ). Positively, the changes in response to COVID-19 have driven innovation and exposed staff and students to new forms of teaching, learning and assessment that have potential to improve experience, yet further research was advocated (Talib et al, 2021 ).…”
Section: Introductionmentioning
confidence: 99%