University Learning in Times of Crisis: The Role of IT

Todorova, Nelly; Bjørn‐Andersen, Niels

doi:10.1080/09639284.2011.632913

Cited by 23 publications

(22 citation statements)

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“…Although all UC students were informed during enrolment that the main form of communication would be through their university email address, this was not possible in the crisis that unfolded. Todorova and Bjorn-Andersen (2011: 598), indicated, ‘some email accounts exceeded their quotas under the pressure of increased email traffic and access to email accounts was blocked by pre-earthquake automated routines’.…”

Section: Discussionmentioning

confidence: 99%

“…The central e-Learning Support team provided expert online course design advice from FLAs, and technical and administrative support from Educational Technology Consultants. Todorova and Bjorn-Andersen (2011: 559) reported that ‘the e-learning teams quickly provided short courses and tutorials for academics on how to convert to an e-learning platform’. The support has been on-going.…”

Section: Discussionmentioning

confidence: 99%

“…In addition, the degree of disruption and uncertainty immediately following the earthquake on 22 February 2011 significantly impacted on the ability of individuals, and the organisation as an entity, to communicate both within and outside the organisation. Todorova and Bjorn-Andersen (2011) in a position paper noted that the vision of UC in the aftermath of the earthquake on 22 February 2011 was to communicate and teach in the online world. Dabner (2012) indicated that a new Facebook community was immediately established, after the 2011 earthquake, enabling on-going dialogue and information sharing between staff at the institution and the wider educational community.…”

Section: Literature Reviewmentioning

confidence: 99%

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E-learning, resilience and change in higher education: Helping a university cope after a natural disaster

Ayebi-Arthur

2017

E-Learning and Digital Media

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This paper presents a case study of one College of Business (College of Business and Law from 2013) impacted in 2011 by earthquakes in New Zealand. Analyses from interviews of nine staff and documents were used to describe processes of increasing resilience with e-learning over the worst seismic events. Increasing deployment of the University’s learning management system by staff and students plus audio recordings and video recordings of lectures enabled the College to continue its teaching. The Technology Acceptance Model and the generic model of organisational resilience by Resilient Organisations informed the analysis of the adoption and adaptation of e-learning than continued after the crises in the university.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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E-learning, resilience and change in higher education: Helping a university cope after a natural disaster

Ayebi-Arthur

2017

E-Learning and Digital Media

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“…The final catalyst for this project was an email from one of our associate editors, Nicola Beatson, suggesting we might build on our experiences and consider a special issue on this topic. The brainstorming that followed brought to mind the collection of six 'Postcards from the marquee' published in this journal in 2011 (Bjorn-Andersen, 2011;Craig, 2011;Dixon, 2011;Lord, 2011;Todorova & Bjorn-Andersen, 2011;Vosslamber, 2011) which reflected on the experiences and aftermath of the Canterbury (New Zealand) earthquake disaster of February 2011 on the teaching and learning at the University of Canterbury. 1 This discussion set us on the path towards the collection of the views of the global community of accounting educators.…”

Section: Introductionmentioning

confidence: 99%

Insights into accounting education in a COVID-19 world

Sangster

Stoner

Flood

2020

Accounting Education

254

201

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This paper presents a compilation of personal reflections from 66 contributors on the impact of, and responses to, COVID-19 in accounting education in 45 different countries around the world. It reveals a commonality of issues, and a variability in responses, many positive outcomes, including the creation of opportunities to realign learning and teaching strategies away from the comfort of traditional formats, but many more that are negative, primarily relating to the impact on faculty and student health and wellbeing, and the accompanying stress. It identifies issues that need to be addressed in the recovery and redesign stages of the management of this crisis, and it sets a new research agenda for studies in accounting education.

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“…For instance, it was online teaching that University of Camerino resorted to when earthquake destroyed almost all their infrastructures and face-to-face interactions were not possible [32]. Online education also helped University of Canterbury to operate when it was faced with a great earthquake in 2011 [37]. Recently, this disaster is in the form of Covid-19 which has made all schools, colleges, and universities to shut down so as to curb further spread of the virus.…”

Section: Impact Of School Closure On the Society/communitymentioning

confidence: 99%

Impact of COVID-19 on the Nigerian Educational System: Strengths and Challenges of Online/Virtual Education

Agbele

Oyelade

2020

AJESS

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Coronavirus disease 2019 (COVID-19) which originated in Wuhan, China, in December 2019, was declared as a pandemic by World Health Organization (WHO) on 11th of March, 2020 after it has spread to many countries of the world. It has also caused more than 171 countries of the world to close their educational institutions for several months in the year 2020. The impact of COVID-19 on education is bizarre and unprecedented in history because more than 1.5 billion students from across the globe have been affected by school closure. Most Nigerian students and other African or underdeveloped countries were more disadvantaged because most educational institutions in Nigeria still follow the traditional set-up of face-to-face lectures in the normal classroom settings. This opinion article highlights the importance of online education in a time of global pandemic and natural disaster. It also examines the strengths and challenges of online education.

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University Learning in Times of Crisis: The Role of IT

Cited by 23 publications

References 0 publications

E-learning, resilience and change in higher education: Helping a university cope after a natural disaster

E-learning, resilience and change in higher education: Helping a university cope after a natural disaster

Insights into accounting education in a COVID-19 world

Impact of COVID-19 on the Nigerian Educational System: Strengths and Challenges of Online/Virtual Education

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