Online teaching and learning in higher education: Lessons learned in crisis situations

Hofer, Sarah; Nistor, Nicolae; Scheibenzuber, Christian

doi:10.1016/j.chb.2021.106789

Cited by 159 publications

(128 citation statements)

References 59 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The findings suggested that humans will adopt technology because it is relevant. Nowadays, the pandemic has caused teachers and students to apply technology in education, which is the most convenient delivery method (Scherer, Howard, Tondeur, & Siddiq, 2021;Hofer, Nistor, & Scheibenzuber, 2021;Tang et al, 2021). Conversely, technological adoption in education creates more challenges for the users to apply advanced technology in their practice, as confirmed by Parisot (1995).…”

Section: Discussion and Recommendationmentioning

confidence: 99%

“…Student participation is an essential element for active and engaged learning (Tang et al, 2021). Furthermore, the benefits of student engagement in higher education settings have been emphasised by several reports (Weaver & Qi, 2005;Hofer, Nistor, & Scheibenzuber, 2021). Students engage in higher-level analytical thought, including interpretation and synthesis, contributing to class discussions (Smith, 1977).…”

Section: Students' Participation In Online Platformmentioning

confidence: 99%

“…Students engage in higher-level analytical thought, including interpretation and synthesis, contributing to class discussions (Smith, 1977). Student participation also leads to developed communication skills (Dancer & Kamvounias, 2005;Hofer, Nistor, & Scheibenzuber, 2021), higher grades (Handelsman, Briggs, Sullivan, & Towler, 2005), and mastering the target language (Abebe & Deneke, 2015;Dancer & Kamvounias, 2005).…”

Section: Students' Participation In Online Platformmentioning

confidence: 99%

“…Particularly, middle school teachers are aware of the value of technology in teaching and adopt the technology (Arlene Hazel Parisot, 1995). The pandemic has caused teachers and students to seek for alternative technologies and methods in online learning, as mentioned in Konig, Jager-Biela, & Glutsch (2020) and Hofer, Nistor, & Scheibenzuber (2021). Therefore, the study suggested the following hypothesis: H 1 : Relative advantage has a significant positive relationship with student participation in online platforms.…”

Section: Relative Advantagementioning

confidence: 99%

“…For example, Parisot (1997) revealed that character modelling (or peer observation) is a crucial driving force for technology adoption and spread. Hence, the benefits of innovation will circulate more quickly throughout society, specifically during the pandemic (Konig, Jager-Biela, & Glutsch, 2020;Hofer, Nistor, & Scheibenzuber, 2021). Therefore, the following hypothesis is presented: H 3 : Observability has a significant positive relationship with student participation in online platforms.…”

Section: Observabilitymentioning

confidence: 99%

See 4 more Smart Citations

Innovation Diffusion Impact on Students’ Online Platform Participation

Hanafi

Chua

Yusoh

et al. 2021

JEB

View full text Add to dashboard Cite

Technology and innovation offer excellent opportunities for educational institutions, particularly Higher Education Institutions (HEIs), to provide high-quality education services in the industry 4.0 era. Most classes are conducted online during the pandemic, whereby students fully participate in online learning activities and processes. Thus, the study aims to examine the influence of relative advantage, complexity, and observability on students’ online platform participation. The study employed a cross-sectional research design and collected quantitative data from 384 students using a purposive sampling technique. Additionally, a questionnaire was distributed through WhatsApp and Facebook to collect data and analysed using the statistical package for social sciences (SPSS) version 21. The findings revealed that relative advantage, complexity, and observability significantly affect students’ online platform participation. Furthermore, the study provided several insights into students’ online participation.

show abstract

Section: Discussion and Recommendationmentioning

confidence: 99%

Section: Students' Participation In Online Platformmentioning

confidence: 99%

Section: Students' Participation In Online Platformmentioning

confidence: 99%

Section: Relative Advantagementioning

confidence: 99%

Section: Observabilitymentioning

confidence: 99%

See 3 more Smart Citations

Innovation Diffusion Impact on Students’ Online Platform Participation

Hanafi

Chua

Yusoh

et al. 2021

JEB

View full text Add to dashboard Cite

show abstract

An experience in the implementation of the flipped classroom instructional model in the computer science degree

Aldalur,

Markiegi,

Iturbe

et al. 2023

Engineering Reports

View full text Add to dashboard Cite

In recent years, education has undergone a profound transformation process, having gone from relying only on the traditional lecture to making full use of digital formats. This gradual process, accelerated by the COVID‐19 pandemic in the last years, has triggered innovative changes in the educational process. Within this context, many lecturers have adopted the flipped classroom instructional model, aiming to improve the motivation and involvement of the students. In this model, students must acquire certain theoretical knowledge at home, and the classes, with the help of the lecturer, are used for the more practical part. This article presents the results obtained when the flipped classroom model was implemented in the computer science degree. Specifically, during 2020–2021 and 2021–2022 courses, this instructional model was assessed in 15 subjects. Results show that the flipped classroom instructional model can be stated that it has improved the students' perception of the learning experience, students' dedication and engagement has been improved, students' perception of their understanding of the subject has improved. The faculty considers that the teaching experience has improved and is in favor of continuing with the experience in future courses.

show abstract

A cross‐sectional study of online learning during the COVID‐19 pandemic: Student perceptions

Koja,

Abazaj

2024

Health Science Reports

View full text Add to dashboard Cite

BackgroundSevere acute respiratory syndrome coronavirus 2 caused an unprecedented pandemic for more than 2 years, affecting the lifestyle health, and education systems at the global level. During this long pandemic period, online learning was considered the only secure learning alternative. Multiple studies have demonstrated positive or negative perceptions related to online teaching.AimThrough this study, we identified the perceptions and different challenges that online learning brought to the education of the students of Alexander Xhuvani University, Elbasan, focusing on their achievements.MethodThis cross‐sectional study was conducted by Alexander Xhuvani University from March to May 2021. A questionnaire that assessed students' perceptions related to the effectiveness of distance learning was used for this study. This questionnaire had a Cronbach α value of 0.760. Students from two faculties were welcomed to be part of this survey and to fill out the questionnaire on the Google platform. The data of the online questionnaire was made in Excel format and then analyzed using the statistical program SPSS version 20.0.ResultsOverall, 350 students were included in the study about 268 (76.6%) belong to the female gender, and most students 239 (68.3%) belong to the age group of 18–20 years. It is worth mentioning that 271 (77.4%) had a negative perception related to e‐learning. Approximately, 201 (57.4%) of students encountered difficulties with the internet, 49 (14%) of cases reported a lack of technological equipment, and 111 (31.7%) encountered distraction while using the phone to listen to the online lesson. Problems with visual images and audio were also reported. As advantages, we mention freer time and greater flexibility in the learning process. Changes in health and management of online learning were observed in 123 (35.1%) of students, where loss of time and lack of concentration to learn, sleep problems, stress, anxiety, and fear were encountered the most.ConclusionsThis is the first study in university education to assess students' perceptions and results achieved by online learning during our country's pandemic. Our study's findings show that 271 (77.4%) of participants have a negative perception of online learning. The most common challenges among students were Internet speed, a lack of technological equipment, and Internet disconnection. In terms of expectation fulfillment during online learning and assessment results, 245 (70%) of students' expectations were unsatisfied and unmet. These findings will address the gaps in the literature and may influence future online learning design in our country.

show abstract

Online teaching and learning in higher education: Lessons learned in crisis situations

Cited by 159 publications

References 59 publications

Innovation Diffusion Impact on Students’ Online Platform Participation

Innovation Diffusion Impact on Students’ Online Platform Participation

An experience in the implementation of the flipped classroom instructional model in the computer science degree

A cross‐sectional study of online learning during the COVID‐19 pandemic: Student perceptions

Contact Info

Product

Resources

About