Post-pandemic Higher Education: Perspectives from University Leaders and Educational Experts in the United Arab Emirates

Ashour, Sanaa; Refae, Ghaleb A. El; Zaitoun, Eman

doi:10.1177/23476311211007261

Cited by 56 publications

(57 citation statements)

References 24 publications

(25 reference statements)

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“…Technologies can facilitate the creation of virtual classrooms and online courses as inroads into the formal education system after the academic adjustments made during the pandemic [15][16][17]. The experiences of delivering instruction during the pandemic will strongly influence the future of tourism education.…”

Section: Discussionmentioning

confidence: 99%

Technology Convergence in Tourism Education: Modelling a Multimedia Technology Inclusive Academic Instruction

Torres¹

2022

JDAEM

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COVID-19 laid the groundwork for the transition from traditional to digital classrooms during its peak period. In the digital classroom, various technologies enhance teachings, such as hardware (PCs, laptops, tablets, and smartphones) and software (social media sites, videos, slides, sounds, and narrations). To illustrate how digital technologies enhance, innovate, and keep up with tourism education, this paper describes how convergences of digital technologies enhance, innovate, and update tourism education. The author selected a hybrid classroom setting as a case study for International Tourism and Culture, a course offered during the Fall 2021 semester. In designing and implementing the course, the facilitator employed content, pedagogical, and technological knowledge. As part of the course management plan, both the facilitator and students will utilize technology. The study concludes that incorporating multimedia technology in teaching tourism courses provides numerous advantages, such as 1) time and space flexibility, 2) development and practice of technical competencies, 3) positive effect on students' engagement, and 4) promotion of soft skills development. Integrating multimedia technology into the teaching of courses and throughout the curriculum contributes to the development of strategies for transforming Tourism Education.

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Section: Discussionmentioning

confidence: 99%

Technology Convergence in Tourism Education: Modelling a Multimedia Technology Inclusive Academic Instruction

Torres¹

2022

JDAEM

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“…Our views are in agreement with other proponents of hybrid learning, such as in Refs. [23,55,56], who claim that with an appropriate framework that resolves the key challenges of flexibility, an active learning environment for interaction, and effective pedagogy, this mode of education will be very popular and make education accessible even to working professionals who can upgrade their education.…”

Section: Course Design and Deliverymentioning

confidence: 99%

“…With a reduction in operational expenses and ease of creating and offering content of reasonable quality, there is potential to significantly increase revenues. With the academic adjustments made during the pandemic and the lessons learned in virtual classrooms and online courses, it is anticipated that this mode of education is likely to make significant inroads into the formal education system [23][24][25]. Acknowledging that the experience gained from pandemic will have a strong influence on the future of education and knowledge from our own experience that there is a solid preference for embracing hybrid and blended learning environments in the future, the objective of this research is to define the strategies to successfully move in this direction.…”

Section: Introductionmentioning

confidence: 99%

A Flexible Future Education Model—Strategies Drawn from Teaching during the COVID-19 Pandemic

2021

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As they emerge from the pandemic, universities worldwide are evaluating the adaptations in the education sector during the pandemic and determining their course of action for the future. In this work, drawing on the lessons from four courses across two different universities, a survey of over 300 students, and the literature, we present strategies for successfully implementing a flexible blended education format. The survey revealed that the performance of the cohort taking the course during the pandemic performed nearly the same as the cohorts that took the courses before the pandemic. However, the students did not prefer an entirely virtual format, felt that their social wellbeing was impacted, and preferred a hybrid education model with a lot of supplementary learning material. As a key contribution of this work, we have identified and elaborate on four key pillars for a flexible blended education format, namely, course design, pedagogical strategies incorporating active learning and providing a sense of online community, infrastructure for delivery and training, and incorporating activities that support student wellbeing.

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“…Meanwhile, HEIs should take into account that they should achieve social goals and meet their societal expectations. Specifically, HEIs are encouraged to reconfigure their education policy according to the current global economy demands (Ashour et al, 2021). The rationale for education policy reconfiguration is to strengthen the workforce competencies, providing a solid platform for national development in this futuristic competitive international arena.…”

Section: Readiness Of the Heismentioning

confidence: 99%

“…Indeed developing countries must ensure that the disparity in principles and criteria applied for quality assurance in HEIs at developed countries are narrowed down or probably does not exist. Advances in ICTs ease the participation in international networks, which can help the HEIs worldwide update current developments and changes in quality assurance principles and standards (Ashour et al, 2021). In addition, there is a consensus on the need for regional and international cooperation in strengthening the structures of the educational system.…”

Section: Readiness Of the Heismentioning

confidence: 99%

Higher Education Institutions as Learning Organisations: Learn, Adapt and Evolve

Rusok¹,

Samy²,

Bhaumik³

2021

IJARBSS

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The industrial revolutions pave the way for higher education institutions (HEIs) to remain competitive while infusing relevant knowledge into society. The recent COVID-19 pandemic spawns many new challenges, but HEIs that are already in the paradigm of the learning organisation swiftly reshaped the provision of educational services. The digitalisation of teaching and learning is not new for learning organisations; indeed, learning management systems usage mounted during the global COVID-19 pandemic. Besides, HEIs use social media platforms to provide continuous quality education supports to learners. The adoption of digital technologies in HEIs will continue rapidly, and indeed we have withness the digital evolutions in the past. Following this, new challenges to the assurance of quality and standards are likely to emerge. HEIs as learning organisations realise that they can improve academic quality and standards through continuous learning and change efforts. With this in mind, HEIs are encouraged to reinforce the fundamentals of a learning organisation culture within the educational ecosystem. The commitment to quality assurance lead to conscious recognition of strengths and opportunities and monitor treat and weaknesses. Advancing standards and quality of education benefit all, not least to HEIs themselves. This paper attempts to reinforce the role of HEIs as learning organisations that helps to narrow or even eliminate the knowledge gaps in the global knowledge economy.

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Post-pandemic Higher Education: Perspectives from University Leaders and Educational Experts in the United Arab Emirates

Cited by 56 publications

References 24 publications

Technology Convergence in Tourism Education: Modelling a Multimedia Technology Inclusive Academic Instruction

Technology Convergence in Tourism Education: Modelling a Multimedia Technology Inclusive Academic Instruction

A Flexible Future Education Model—Strategies Drawn from Teaching during the COVID-19 Pandemic

Higher Education Institutions as Learning Organisations: Learn, Adapt and Evolve

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