Teaching and learning delivery modes in higher education: Looking back to move forward post-COVID-19 era

Imran, Rabia; Fatima, Afsheen; Salem, Islam Elbayoumi; Allil, Kamaal

doi:10.1016/j.ijme.2023.100805

Cited by 44 publications

(30 citation statements)

References 69 publications

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“…The literature review identifies existing models and their theoretical propositions for guiding HEIs in addressing pandemic-induced challenges in Hy-flex environments using a bibliometric analysis of the Web of Science (WOS) database [3], [9], [16]. Three lenses were used to identify relevant strategies and models to compare against the CIM: integrated HEI key stakeholders such as administrators, faculty, graduate students, Hy-flex teaching and learning environments, and DBR evidence-based testing results.…”

Section: Literature Reviewmentioning

confidence: 99%

“…COVID-19 was a "black swan" event that forever altered higher education's adult teaching and learning landscape by requiring a pathway shift in institutional Efficacy Testing of the Comprehensive Institutional Model (CIM) using Design-Based Research: Instrumental Case Study resources to meet student and faculty support needs for academic success and institutional sustainability [10], [12], [25]. Over the last two years, thousands of scholarly documents have discussed these challenges and how the economic impacts of reduced enrollment, decreased public funding, increased operating costs, and higher borrowing rates impact infrastructure investments to support flexible education offerings [3], [7], [9], [16]. In using a bibliometric analysis of the Web of Science (WOS) database to search for articles on flexible education models, the key terms of blended and Hy-flex produced limited results for models that address COVID-driven challenges through an integrated lens of administrators, faculty, and graduate students [3], [9], [16].…”

Section: Introductionmentioning

confidence: 99%

“…Over the last two years, thousands of scholarly documents have discussed these challenges and how the economic impacts of reduced enrollment, decreased public funding, increased operating costs, and higher borrowing rates impact infrastructure investments to support flexible education offerings [3], [7], [9], [16]. In using a bibliometric analysis of the Web of Science (WOS) database to search for articles on flexible education models, the key terms of blended and Hy-flex produced limited results for models that address COVID-driven challenges through an integrated lens of administrators, faculty, and graduate students [3], [9], [16]. The search results indicate a larger gap in the evidence-based testing of Hy-flex learning and teaching models, especially studies using a DBR approach to iteratively test educational interventions in this environment [3], [9], [16].…”

Section: Introductionmentioning

confidence: 99%

“…In using a bibliometric analysis of the Web of Science (WOS) database to search for articles on flexible education models, the key terms of blended and Hy-flex produced limited results for models that address COVID-driven challenges through an integrated lens of administrators, faculty, and graduate students [3], [9], [16]. The search results indicate a larger gap in the evidence-based testing of Hy-flex learning and teaching models, especially studies using a DBR approach to iteratively test educational interventions in this environment [3], [9], [16].…”

Section: Introductionmentioning

confidence: 99%

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Efficacy Testing of the Comprehensive Institutional Model (CIM) using Design-based Research: Instrumental Case Study

McCray,

St. Clair

2024

Int. J. Adv. Corp. Learn.

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COVID-19 was a “black swan” event that forever altered higher education’s adult teaching and learning landscape by requiring a pathway shift in institutional resources to meet student and faculty support needs for academic success and institutional sustainability. Over the last two years, thousands of scholarly articles have been published about the challenges that higher education institutions (HEIs) faced during COVID-19 and their lasting impact on student learning, faculty engagement, and institutional operations in the post-COVID environment. Many researchers offer strategies and guidance to help address the challenges; however, research is limited to testing these strategies and proposed models designed to mitigate the challenges and manage such a crisis in the future. The proposed study will help close this gap by assessing the efficacy of the Comprehensive Institutional Model (CIM), developed based on the findings of Perceptions of Online Strategies and Digital Readiness in the COVID-19 Environment: An Instrumental Case Study by McCray et al. [19]. The CIM aims to provide HEIs with a model to support Hy-flex learning environments to ensure readiness for new emergencies and the aftermath of a “new normal” in higher education. The model organizes how aligning administrators, faculty, and graduate students impacts effective Hy-flex teaching and learning environments. Design-Based Research (DBR) will be used to systematically collect and analyze evidence-based testing results of the CIM across three iterations.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Efficacy Testing of the Comprehensive Institutional Model (CIM) using Design-based Research: Instrumental Case Study

McCray,

St. Clair

2024

Int. J. Adv. Corp. Learn.

View full text Add to dashboard Cite

show abstract

“…Hence, combining metrics could provide a comprehensive picture of service quality (Carpenter, Cone & Sarli 2014). With the pandemic disrupting traditional modes of education delivery, HEIs have had to adapt their models to continue providing quality education to their students (Imran et al 2023). As the world emerges from the pandemic, HEIs face the challenge of planning for sustainable post-COVID-19 service delivery.…”

Section: Introductionmentioning

confidence: 99%

Local economies and pandemics: Regional perspectives

Jabbour,

Meyer,

Valotto

et al. 2023

Centre for Local Economic Development: Topics in Local Development

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Peer-review declarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer-Review of Scholarly Books'. The book proposal form was evaluated by our Social Sciences, Humanities, Education and Business Management editorial board. The manuscript underwent an evaluation to compare the level of originality with other published works and was subjected to rigorous two-step peer-review before publication by two technical expert reviewers who did not include the volume editor and were independent of the volume editor, with the identities of the reviewers not revealed to the editor(s) or author(s). The reviewers were independent of the publisher, editor(s) and author(s). The publisher shared feedback on the similarity report and the reviewers' inputs with the manuscript's editor(s) or author(s) to improve the manuscript. Where the reviewers recommended revision and improvements, the editor(s) or author(s) responded adequately to such recommendations. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the book be published. v Research justificationLocal economic development (LED) is at the core of developing a sustainable, inclusive and resilient local region. Local economic development aims to involve all role-players (local government, private sector and community) in the decision-making process in order to create a participatory environment where social and environmental concerns are balanced with economic pursuits. Achieving this is a challenge for local governments in developed and developing regions. The global coronavirus disease 2019 (COVID-19) outbreak has brought about an entirely new set of challenges for local governments, businesses (formal and informal) and policymakers. This book aims to highlight how local economies are impacted during times of a global pandemic from global perspectives.The outbreak of the global COVID-19 pandemic has presented unprecedented challenges to developed and less-developed local economies. The book aims to uncover the best practices in responding to a pandemic from regional perspectives and from a trans-disciplinary point of view. Scholars from various spheres in the arts, culture, education, health, environment, business and the public sector present their perspectives on the impacts, responses and consequences for local economies and communities. As a fundamental part of LED, the arts, culture, education, health, environment, business and public sector domains were some of the hardest hit by the pandemic, and the pandemic has certainly exposed the weaknesses of current development policies and calls for new, innovative measures in developing resilient local regions. This book forms an essential part of the development series of the Centre for Local Economic Development (CENLED) as it offers insight into how a global pandemic (COVID-19) impacted LED in various regions and the different responses from different spheres.

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EL Greco Platform: A novel Python programming learning platform that uses a real robot

Rousouliotis,

Vasileiou,

Manos

et al. 2024

Comp Applic In Engineering

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This paper introduces the El Greco Platform, a Python programming platform for distance learning that employs an educational robot. This website allows prospective learners to remotely control Greco, a social humanoid robot designed to be cost‐effective, simple to construct, and appropriate for use in education. El Greco is capable of performing multiple tasks, including combined movements. These Robot capabilities can be programmed using either Python code or the Blockly library, which adds an editor to an application that visualizes coding concepts as interlocking blocks. Programming a robot appears to be a significantly more effective and creative method for students to learn a programming language. This educational tool was designed primarily for use by students and allows anyone to learn Python while controlling a robot for free. El Greco Platform features gamification elements that increase the enjoyment and engagement of the learning experience while reinforcing the concepts taught. The survey results on students aged 13–18 revealed that the El Greco Platform captivated the study participants and positively affected their attitudes toward programming and robotics. In addition, it significantly impacted their comprehension of programming and motivated them to seek additional opportunities to expand their knowledge of robotics and programming.

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Teaching and learning delivery modes in higher education: Looking back to move forward post-COVID-19 era

Cited by 44 publications

References 69 publications

Efficacy Testing of the Comprehensive Institutional Model (CIM) using Design-based Research: Instrumental Case Study

Efficacy Testing of the Comprehensive Institutional Model (CIM) using Design-based Research: Instrumental Case Study

Local economies and pandemics: Regional perspectives

EL Greco Platform: A novel Python programming learning platform that uses a real robot

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