Abstract:AbstractThe novel coronavirus disease 2019 (COVID-19) has caused a rapid and massive transition to online education. We describe the response of our Office of Faculty Development at Texas Tech University Health Sciences Center El Paso (TTUHSC EP) to this unprecedented challenge during and after this post-pandemic crisis. The initiatives for emergency transition to eLearning and faculty development described in this paper may serve as a model for other academic health centers, s… Show more
“…The model serves as a framework for universities and academic institutions for an emergency transition to e-learning. This is adapted from Texas Tech University Health Science Center El Paso (TTUHSC EP) in their response to rapid transition to e-learning during the novel coronavirus pandemic (Mulla et al, 2020 ). Quality e-learning programs require time and unprecedented efforts to ensure successful implementation.…”
Section: Resultsmentioning
confidence: 99%
“… Fig. 1 An adapted conceptual model for creating and submission of e-learning course; Mulla et al ( 2020 ) …”
Globally, Information and Communication Technology (ICT) is regarded as a dependable vehicle for facilitating educational reform and development, a platform for communication, and as a means to achieve the Sustainable Development Goal Four (SDG 4). Since the enactment of the No Child Left Behind Act (NCLB) and declaration of the SDG 4, many countries have opted to embrace the lifelong education for all by integrating ICT in teaching and learning at all school levels. The Ghanaian Government's initiative to ensure "education anytime anywhere for everyone" by revolutionizing teaching and learning through ICT has faced a lot of challenges and criticisms. The main mission of the Ghana ICT for Accelerated Development (ICT4AD) in 2003 was to transform Ghana into an information and technology-driven high-income economy through education, but this goal is yet to be realized. In the wake of the COVID-19 which has forced many countries and educational sectors to adopt online learning, there is a need to discuss the effectiveness of online learning and barriers to online learning in the developing contexts, and how to successfully integrate ICT in schools for online learning, especially rural schools where students' educational careers are in jeopardy because they benefit less from online learning. The paper identifies critical factors that affect online learning, recommends post COVID-19 strategies to promote e-learning for policymakers in education and the government, and concludes with a conceptual model for emergency transition to elearning.
“…The model serves as a framework for universities and academic institutions for an emergency transition to e-learning. This is adapted from Texas Tech University Health Science Center El Paso (TTUHSC EP) in their response to rapid transition to e-learning during the novel coronavirus pandemic (Mulla et al, 2020 ). Quality e-learning programs require time and unprecedented efforts to ensure successful implementation.…”
Section: Resultsmentioning
confidence: 99%
“… Fig. 1 An adapted conceptual model for creating and submission of e-learning course; Mulla et al ( 2020 ) …”
Globally, Information and Communication Technology (ICT) is regarded as a dependable vehicle for facilitating educational reform and development, a platform for communication, and as a means to achieve the Sustainable Development Goal Four (SDG 4). Since the enactment of the No Child Left Behind Act (NCLB) and declaration of the SDG 4, many countries have opted to embrace the lifelong education for all by integrating ICT in teaching and learning at all school levels. The Ghanaian Government's initiative to ensure "education anytime anywhere for everyone" by revolutionizing teaching and learning through ICT has faced a lot of challenges and criticisms. The main mission of the Ghana ICT for Accelerated Development (ICT4AD) in 2003 was to transform Ghana into an information and technology-driven high-income economy through education, but this goal is yet to be realized. In the wake of the COVID-19 which has forced many countries and educational sectors to adopt online learning, there is a need to discuss the effectiveness of online learning and barriers to online learning in the developing contexts, and how to successfully integrate ICT in schools for online learning, especially rural schools where students' educational careers are in jeopardy because they benefit less from online learning. The paper identifies critical factors that affect online learning, recommends post COVID-19 strategies to promote e-learning for policymakers in education and the government, and concludes with a conceptual model for emergency transition to elearning.
“…The pause in traditional learning approaches due to the COVID-19 pandemic requires educational institutions of all sizes to adopt eLearning as the only option for sustainable educational activities [11][12][13][14][15][16][17][18][19][20][21][22][23][24][25]. However, the sudden advent of COVID-19 and associated containment measures adopted by governments across the world posed other peculiar challenges regarding the use of LMSs for eLearning [15,[19][20][21]25,26].…”
The sudden advent of the COVID-19 pandemic and the associated containment measures require educational institutions of all sizes to adopt eLearning as the only option for sustainable education. Despite the numerous Learning Management Systems, the rapid migration to eLearning posed numerous challenges that negatively affect the effectiveness and sustainability of the educational activities. The current study systematically reviewed recent articles that recognized the value and feasibility of using Social Networking Sites (SNSs) in education. The study highlighted the current eLearning challenges and illustrated effective strategies for the sustainable educational use of SNSs by both institutions, teachers, and students. Thus, solutions to the problems experienced in education during the COVID-19 period were highlighted based on SNS-supported strategies.
“…Several factors likely contributed to successful implementation of distance learning. At the outset of the viral pandemic and transition to remote teaching, the authors' institution created and made available to all faculty a series of webinars and guides on remote teaching, similar to initiatives described at other institutions [15]. These sessions served as high-level introductions to the principles of and tools for remote teaching available through the institution, including the breakout room and polling features of Zoom that the course directors utilized throughout the course.…”
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