Students’ Responses to Multi-Modal Emergency Remote Learning During COVID-19 in a South African Higher Institution

Matarirano, Obert; Gqokonqana, Onke; Yeboah, Abor

doi:10.46303/ressat.2021.19

Cited by 10 publications

(12 citation statements)

References 45 publications

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“…Loneliness. Eleven studies revealed that students felt lonely during ERTL (Abubakar et al, 2022;Al-Hashmi, 2021;Bawa, 2020;Chattaraj & Vijayaraghavan, 2021;Ensmann et al, 2021;Gelles et al, 2020;Gqokonqana et al, 2022;Iglesias-Pradas et al, 2021;Matarirano et al, 2021;Minichiello et al, 2022;Pillay et al, 2021).…”

Section: Personal Issuesmentioning

confidence: 99%

“…Internet. Twenty-three studies revealed that the most frequently reported challenge faced by students was the unreliability of internet connection during ERTL (Abubakar et al, 2022;Al-Hashmi, 2021;Alvarez, 2020;Amir et al, 2020;Bamoallem & Altarteer, 2022;Baran & Alzoubi, 2020;Basri et al, 2022;Chattaraj & Vijayaraghavan, 2021;Dorsah, 2021;Edmond et al, 2020;Gqokonqana et al, 2022;Jili et al, 2021;Korkmaz & Toraman, 2021;Kovacˇevic´et al, 2021;Lengetti et al, 2021;Matarirano et al, 2021;Pillay et al, 2021;Rahiem, 2020aRahiem, , 2020bShim & Lee, 2020;Shin & Hickey, 2021;Sumardi & Nugrahani, 2021;Tulaskar & Turunen, 2022;Wilcox & Vignal, 2020). Three studies revealed that students could not afford internet data for online learning during ERTL (Edmond et al, 2020;Matarirano et al, 2021;Husni Rahiem, 2021).…”

Section: Technologicalmentioning

confidence: 99%

“…Effective Communication. Five studies revealed that students experienced ease of interactions with lecturers or friends during ERTL (Bawa, 2020;Ensmann et al, 2021;Khanal, 2021;Matarirano et al, 2021;Petchame´et al, 2021).…”

Section: Research Questions 2: Students' Perceptions Of Emergency Rem...mentioning

confidence: 99%

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A Comprehensive Study of Students’ Challenges and Perceptions of Emergency Remote Education During the Early COVID-19 Pandemic: A Systematic Literature Review

Ahmad Shazli,

Che Lah,

Hashim

et al. 2023

SAGE Open

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Since year 2020, researchers have conducted research on challenges and perceptions of emergency remote teaching and learning (ERTL) during the COVID-19 pandemic on students. Many studies were conducted on the effectiveness of online learning, but there is a lack of studies on ERTL where online learning differs from ERTL. Thus, this study aims to identify the challenges and perceptions of students on ERTL during the early COVID-19. The methodology employed in this study are systematic literature review which used Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA), synthesis analysis and quality appraisal to review 51 selected articles. These articles are from two publishers (ScienceDirect and IEEE) and two databases (ERIC and Scopus). This study revealed that students experienced four types of challenges during the early period of ERTL namely technological, pedagogical, personal, and social issues. However, students have positive perceptions toward ERTL to pursue their studies during the difficult period. This study highlighted the students’ challenges and perceptions of ERTL during the COVID-19 pandemic in higher education. It is believed that this study will help future researchers to develop a strategic ERTL specifically for implementation during any crises in the future.

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Section: Personal Issuesmentioning

confidence: 99%

Section: Technologicalmentioning

confidence: 99%

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A Comprehensive Study of Students’ Challenges and Perceptions of Emergency Remote Education During the Early COVID-19 Pandemic: A Systematic Literature Review

Ahmad Shazli,

Che Lah,

Hashim

et al. 2023

SAGE Open

View full text Add to dashboard Cite

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“…During the COVID-19 pandemic, Mikeska et al (2022) explored the use of simulated environments that enabled preservice teachers to practice how to teach in virtual classrooms with avatars in place of learners. The preservice teachers viewed the simulation tool as valuable in mitigating the challenges posed by the COVID-19 pandemic (De Klerk et al, 2021;Dube et al 2022;Makura, 2022;Matarirano et al, 2021;Moyo et al, 2022;Nel et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Primary Preservice Science Teachers’ Perceptions of Practical Work in Remote Learning Environments

Tsakeni

2023

JCSR

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Science practical work is renowned for providing authentic environments for science learning in ways that reduce the abstractness of concepts. Significant resources are used to provide facilities such as laboratories to ensure that practical work is implemented in science learning. Practical work is important for primary preservice science teachers, who in turn will implement the instructional strategy in their future classrooms. The rise in remote learning has prompted researchers and instructors to reimagine ways of facilitating practical work in ways that involve human-machine interactions in significant ways. This study used an interpretive paradigm and an explorative single-case-study design to explore primary preservice science teachers’ perceptions of conducting practical work in remote learning environments. A framework based on the Internet of Things- (IoT) enabled tools was used to mediate the understanding of the study findings. Data were collected from 25 preservice teachers by means of experiment reports and observation of practical work activities. The findings of the study showed that in the absence of proper systems for conducting practical work remotely and limited internet connectivity, the participating preservice teachers used internet searches to inform them of how to conduct experiments using household materials. The experiment reports comprised experiment demonstrations developed through the use of filmmaking applications, cloud computing tools, and social media collaborations. The paper makes recommendations to expand preservice teachers’ technological competencies to include the use of virtual laboratories to conduct practical work in remote learning environments.

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“…It is a new learning concept where material can be delivered in class and online. Blended learning is defined as combining the advantages of e-learning, face-to-face, and practice (Matarirano et al, 2021;Omodan & Diko, 2021;Tsakeni, 2021) . Abdullah (2018) stated that this form of learning combines media, models, theories, face-toface, and online methods.…”

Section: Introductionmentioning

confidence: 99%

The Effect of the Blended Project-based Learning Model and Creative Thinking Ability on Engineering Students' Learning Outcomes

Mursid

Saragih

Herawati

2021

IJEMST

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This research examines the effect of the blended project-based learning (PjBL) model and creative thinking ability on engineering students' drawing learning outcomes. Using a pre and post-test quasi-experimental design, the research included a sample of 80 students from two different classes at the Faculty of Engineering, UNIMED, North Sumatra, Indonesia. The data were analyzed using descriptive and inferential statistics through two-way ANOVA. Subsequently, the results showed that the members of experimental group I, comprising students who participated in the blended PjBL model, obtained the highest engineering drawing learning outcomes. The creative thinking ability outcomes of the students taught with this model were higher than those of the group II students who used the ordinary blended learning model. However, those with low thinking abilities taught with the ordinary model exhibited higher learning outcomes than the experimental group. These results show an interaction between the effect of the PjBL model and creative thinking ability on the learning outcomes of engineering students. Therefore, lecturers need to use a blended PjBL model to ensure improved outcomes, alongside enhancing students' creative thinking abilities to increase the model's effectiveness.

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Students’ Responses to Multi-Modal Emergency Remote Learning During COVID-19 in a South African Higher Institution

Cited by 10 publications

References 45 publications

A Comprehensive Study of Students’ Challenges and Perceptions of Emergency Remote Education During the Early COVID-19 Pandemic: A Systematic Literature Review

A Comprehensive Study of Students’ Challenges and Perceptions of Emergency Remote Education During the Early COVID-19 Pandemic: A Systematic Literature Review

Primary Preservice Science Teachers’ Perceptions of Practical Work in Remote Learning Environments

The Effect of the Blended Project-based Learning Model and Creative Thinking Ability on Engineering Students' Learning Outcomes

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