Online Delivery of Teaching and Laboratory Practices: Continuity of University Programmes during COVID-19 Pandemic

Gamage, Kelum A. A.; Wijesuriya, Dilani I.; Ekanayake, Sakunthala Yatigammana; Rennie, Allan; Lambert, Chris; Gunawardhana, Nanda

doi:10.3390/educsci10100291

Cited by 231 publications

(183 citation statements)

References 18 publications

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“…Regarding the limited interaction of the online environment, [ 58 ] and [ 59 ] argued that the lack of physical presence of classmates determines feelings of isolation. This lack of communication and interaction with teachers and peers is considered by [ 60 ] as the main challenge students face in online learning.…”

Section: Interviews Responses Processing and Resultsmentioning

confidence: 99%

“…They also consider technical issues to hinder their online presence like poor internet connections, power failures or educational online platform blockage. The research from [ 59 ] emphasizes that during the university closure and lockdown, students may be developing feelings of fear, stress, and worry due to internet problems. Capone et al conducted a research in the field of student mental well-being and the analysis has shown that the information-seeking level during the pandemic increase in the direction of collective risks, personal risks and psychological well-being etc.…”

Section: Interviews Responses Processing and Resultsmentioning

confidence: 99%

“…The study conducted on [ 56 ] expresses the same idea by saying that online obstacles can be overcome with the help of teacher adaptability. The authors of [ 59 ] argues that teachers themselves will be subject to significant learning both in a move to different pedagogic approaches as well as needing to become expert users in the technologies employed. Garcia-Alberti et al [ 64 ] conclude that there is much room for improvement, especially when focusing on the formative assessment.…”

Section: Interviews Responses Processing and Resultsmentioning

confidence: 99%

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Facing COVID-19 Challenges: 1st-Year Students’ Experience with the Romanian Hybrid Higher Educational System

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et al. 2021

IJERPH

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First-year students undergo several transformations like the transition from high school to university schedules, teaching methods, and discipline specificities to social changes that come with meeting new colleagues or moving to other locations far from family and friends. The COVID-19 outbreak brought additional concerns and uncertainties once educational systems implemented distance learning schemes for public health management. Nevertheless, higher educational organizations preferred to implement hybrid approaches for student engagement motivation and high dropout rate avoidance. In Romania, such an educational system has been applied with caution. Since the pandemic needs to be understood as an opportunity for adaptation and education improvements, the purpose of the present paper is to uncover lessons learned and to develop a systematized model based on students’ perception regarding face-to-face, online and hybrid systems. For this reason, a grounded theory approach has been preferred. Thus, 149 Romanian students enrolled in the first year in engineering specialities with ages between 18–26 years both male (50.3%) and female (49.7%) have answered the research questions in an online environment due to pandemic restrictions. Based on the online asynchronous student interviews, 220 codes and a further 13 categories have been developed. After a pertinent analysis of the relationships between categories and relevant literature sorting, a theoretical model for the Romanian higher educational current pandemic situation has been proposed. The main face-to-face and online education characteristics are outlined, the hybrid approach becoming a bridge between the two systems. Management implications are outlined together with further research directions.

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Section: Interviews Responses Processing and Resultsmentioning

confidence: 99%

Section: Interviews Responses Processing and Resultsmentioning

confidence: 99%

Section: Interviews Responses Processing and Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Facing COVID-19 Challenges: 1st-Year Students’ Experience with the Romanian Hybrid Higher Educational System

Potra

Pugna

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et al. 2021

IJERPH

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“…On the other hand, students pointed out that online learning in terms of using technology is not demanding for them. Most of the questioned students admitted that they felt confident in using online tools [23], not only for learning purposes but also as an effective way for stress management, advised by the university [41]. Using the technology to maintain social contacts, as Raaper and Brown state, has a significant impact on students' mental and physical well-being, making students' social networks an essential tool of support during the pandemic period [42].…”

Section: Literature Reviewmentioning

confidence: 99%

COVID-19 and Higher Education: First-Year Students’ Expectations toward Distance Learning

et al. 2021

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The article deals with distance education, which as a teaching method had to be suddenly introduced in schools and higher education institutions as a result of the global pandemic situation. The paper captures the second wave of Poland’s pandemic situation in relation to global circumstances and the methods of conducting distance learning used across the globe. The purpose of this study was to investigate first-year students’ expectations about the education shift to distance learning. GETAMEL, which is the adapted General Extended Technology Acceptance Model for E-Learning, was used in the study. The study analyzed the influence of Experience, Subjective Norms, Enjoyment, Computer Anxiety, and Self-Efficacy on students’ expectations in the context of distance learning during the COVID-19 pandemic. To test the research model presented during the research, The Partial Least Squares method of Structural Equation Modeling was used. An online survey was created to conduct the research, which collected data from 670 Polish first-year undergraduate students. The acquired data were analyzed using the SmartPLS 3 software. The results of the research indicated that the most important factors that influence the feelings of students and can convince them to change from teaching in the classroom to teaching in the distance learning model are the feeling of pleasure in this form of education and a sense of self-efficacy. The results of this study may be of particular interest to education practitioners, including teachers, and a starting point for further research on e-learning models, including, in particular, the understanding of students’ expectations regarding distance learning.

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“…Moreover, they have been adapted to science education as an effective tool for improving the learning quality and the teaching methodologies, enhancing the learning experiences, and increasing the learners' participation and motivation, in addition to expanding educational opportunities for more learners [44,45]. Also, online laboratories are a very useful tool to ensure educational continuity for laboratory activities in times of crisis when learners can no longer access the physical laboratory [46].…”

Section: The Potential Of Online Experimentation To Ensure Sustainabimentioning

confidence: 99%

Design and Implementation of a Virtual Laboratory for Physics Subjects in Moroccan Universities

2021

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Laboratory experimentation has a vital role in science education. With the potential offered by information and communication technologies for the educational domain, virtual laboratories have emerged as a valuable alternative to face-to-face, hands-on laboratories. Moreover, the possibility of virtual laboratories opens new perspectives for higher education sustainability. They are a perfect approach for training learners to understand scientific principles in many fields of science by offering them the possibility to illustrate the scientific phenomena through automated and virtual practical activities that employ computer simulation. In this work, we present the use of computer simulation combined with the JavaScript programming language for the development of a low-cost virtual laboratory integrated into an interactive learning environment based on the Moodle platform. The methodology was based on the instructional design model ADDIE (Analysis, Design, Development, Implementation, and Evaluation), which structures the development planning of online teaching resources in different stages (analysis, design, development, implementation, and evaluation). The virtual laboratory was developed by Moroccan universities, with the help of European partners, and it was implemented in the 12 science faculties in Morocco. It presents a great choice for supporting laboratory activities for learners in the first year of their bachelor’s degree program. This virtual laboratory includes 12 virtual practical activities mapped to the physics curriculum, and they can be operated via the Internet on computers. The proposed virtual learning environment was evaluated by teachers and learners from the science faculties. The obtained results, together with similar findings from other studies, indicate the positive impact of the use of a virtual laboratory on learning outcomes, and support the adoption of the proposed learning environment in laboratory educational procedures as an alternative to physical laboratories.

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Online Delivery of Teaching and Laboratory Practices: Continuity of University Programmes during COVID-19 Pandemic

Cited by 231 publications

References 18 publications

Facing COVID-19 Challenges: 1st-Year Students’ Experience with the Romanian Hybrid Higher Educational System

Facing COVID-19 Challenges: 1st-Year Students’ Experience with the Romanian Hybrid Higher Educational System

COVID-19 and Higher Education: First-Year Students’ Expectations toward Distance Learning

Design and Implementation of a Virtual Laboratory for Physics Subjects in Moroccan Universities

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