Translating knowledge into innovation capability: An exploratory study investigating the perceptions on distance learning in higher education during the COVID-19 pandemic - the case of Mexico

Lytras, Miltiadis D.; Șerban, Andreea Claudia; Torres-Ruiz, Miguel; Ntanos, Stamatiοs; Sarirete, Akila

doi:10.1016/j.jik.2022.100258

Cited by 44 publications

(45 citation statements)

References 52 publications

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“…The results obtained reveal that the levels of digital competence self-perceived by professors have not moved much due to the pandemic in the countries analyzed, from which it follows that probably not much progress has been made in the process of the digital integration of higher education [ 10 , 11 , 12 ]. Likewise, the problem of digital stress that studies in the literature have identified is derived from an abrupt digitalization process imposed by circumstances [ 18 , 19 , 20 , 21 , 22 ] and has had a moderate impact among the teachers under study.…”

Section: Discussionmentioning

confidence: 99%

“…The different described dimensions of this digital divide have caused socio-emotional problems, anxiety, and stress derived from the abrupt need to use sophisticated digital technologies due to the pandemic. These problems include areas of the affective dimension of the agents involved in higher education, such as resilience [ 16 ], insecurity [ 17 ], lack of control and anxiety [ 18 ], irritability [ 19 ], difficulties in establishing online communications [ 20 ], nervousness [ 21 ], and fear [ 10 ]. These types of problems, hereafter referred to as “digital stress”, have affected both higher education students [ 20 , 22 ] and professors [ 12 , 23 , 24 ].…”

Section: Introductionmentioning

confidence: 99%

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Digital Pandemic Stress in Higher Education in Venezuela

Antón‐Sancho

Vergara

Medina

et al. 2022

EJIHPE

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The COVID-19 pandemic had a great impact on the process of integrating digital technologies in higher education and caused digital stress among professors, mainly in countries with a lower level of digitalization. In this work, quantitative research was carried out on the stress of professors in Venezuela due to the digitalization of their teaching activities caused by the pandemic, and gender gaps were identified in this regard. This digital stress was compared with that of professors in other countries with a low level of digitalization. For this purpose, a questionnaire designed by the authors was used. The questionnaire was distributed to a sample of 129 Venezuelan professors and 132 professors from countries with low digitalization levels. As a result, it was found that Venezuelan professors have lower digital competence and lower digital stress than their colleagues in weakly digitized countries, and that digital stress decreases as digital competence increases. Moreover, among Venezuelan professors, there was a strong gender gap in digital stress, which was higher among females in all subject areas, except for Health Sciences. This gender gap is specific to Venezuela since it differs from that in countries with low digital levels. According to the results, we urgently recommend investing resources in the digital training of faculty members, especially in regards to the integration of female professors.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Digital Pandemic Stress in Higher Education in Venezuela

Antón‐Sancho

Vergara

Medina

et al. 2022

EJIHPE

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“…Ninety nine percent of the global students were disrupted and most of the educational institutions of higher learning closed specifically in lower-middle income nations [1,2]. Interestingly, Africa Higher institutions of learning struggled to adapt to the new normal because of infrastructural, computing equipment deficiency as well as lack of technological resources [3]. Access to technology, innovative capacity and organizational strategy to knowledge translation is posited as major areas to focus on future studies [3].…”

Section: Background Of the Studymentioning

confidence: 99%

“…Interestingly, Africa Higher institutions of learning struggled to adapt to the new normal because of infrastructural, computing equipment deficiency as well as lack of technological resources [3]. Access to technology, innovative capacity and organizational strategy to knowledge translation is posited as major areas to focus on future studies [3]. This study is motivated to gain more focus on educational sustainable innovations implemented during the COVID-19 pandemic.…”

Section: Background Of the Studymentioning

confidence: 99%

“…This study is motivated to gain more focus on educational sustainable innovations implemented during the COVID-19 pandemic. COVID-19 brought the world to a standstill and threatened human life, forcing government to implement stay at home strategy [3,4]. Businesses, schools, and Higher education institutions were closed while national governments crafted sustainable solutions to contain the disease.…”

Section: Background Of the Studymentioning

confidence: 99%

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Education Innovations during COVID-19 Pandemic: “A Case of Zimbabwe and South Africa Universities”

Mutanho¹

2023

Higher Education - Reflections From the Field - Volume 2

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The study investigated educational innovations in universities in South Africa and Zimbabwe respectively using a desktop research design. Only peer reviewed journal articles were considered to solicit data on educational innovations and challenges that these institutions faced and examination management online. Thirty-five articles were originally obtained and were reduced to nineteen after filtering them to relevant themes linked to the topic under consideration. The results showed that most of the universities were not utilizing digital tools available to them, and the usage only accelerated during the COVID-19 pandemic. Internet infrastructure, user capability, data bundle cost, erratic power supply, personal electronic devices and home space were among the challenges that hindered smooth running of online teaching. Examinations were difficult to manage under the uncertain conditions. Universities have a lot of work to do to ensure that migration from face-to-face teaching to online platforms sufficiently, effectively, and efficiently take place.

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Evaluation of University Students’ Satisfaction from e-Learning During the COVID Pandemic: A Multi-criteria Approach

Ntanos,

Drosos,

Gkika

et al. 2024

Strategic Innovative Marketing and Tourism

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Electronic educational technology for learning is an essential tool towards a knowledge-based society. As technology continuously evolves, our focus will be on the perception of satisfaction from the educational process, which was challenged to quickly switch to distance education in the context of the COVID-19 pandemic. Specifically, this paper examines university business students’ satisfaction from e-learning concerning various factors, such as platform reliability, functionality, efficiency, usability and trust. Data were collected by applying a structured questionnaire on a final sample of 368 students from September to October 2021. The results are based on the Multi-criteria Satisfaction Analysis (MUSA) method. The analysis highlighted the vital role of reliability and trust in the applied e-learning platform. Those aspects should be further improved in the future to increase the comfort of using distance learning tools and increase participants’ perceived satisfaction in the process.

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Translating knowledge into innovation capability: An exploratory study investigating the perceptions on distance learning in higher education during the COVID-19 pandemic - the case of Mexico

Cited by 44 publications

References 52 publications

Digital Pandemic Stress in Higher Education in Venezuela

Digital Pandemic Stress in Higher Education in Venezuela

Education Innovations during COVID-19 Pandemic: “A Case of Zimbabwe and South Africa Universities”

Evaluation of University Students’ Satisfaction from e-Learning During the COVID Pandemic: A Multi-criteria Approach

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