Virtualization of Higher Education during COVID-19: A Successful Case Study in Palestine

Affouneh, Saida; Khlaif, Zuheir N.; Burgos, Daniel; Salha, Soheil

doi:10.3390/su13126583

Cited by 27 publications

(26 citation statements)

References 34 publications

(47 reference statements)

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“…Suddenly, face-to-face universities around the world have been forced to progressively adapt new learning activities and different evaluation methodologies [ 5 , 6 ] derived from distance education [ 7 , 8 , 9 , 10 ] which, in principle, has meant the use of human resources. Furthermore, the impact of this precipitate transition to online education methods in engineering studies is still not fully known [ 11 ], and many challenges related to online education methods are still to be addressed [ 12 ].…”

Section: Introductionmentioning

confidence: 99%

Impact of the Pandemic on the Teaching and Research Staff at a Technological University in Spain: Deepening the Gender Gap

Peña

Torre

Alcaraz

et al. 2022

IJERPH

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The alteration of the educational model caused by the COVID-19 pandemic has not affected all university faculty equally. This work explores the academic, digital and gender inequalities caused by the pandemic on the teaching and research staff of a technological university for STEM (Science, Technology, Engineering and Mathematics) disciplines in Spain, the Universitat Politècnica de Catalunya—BarcelonaTech (UPC). The study considers an anonymous survey with a non-probabilistic voluntary sample (n = 355). The results of the survey reveal that, over these months, the teaching and research staff of the university, regardless of gender, has significantly increased its academic activity due especially to the number of hours devoted to virtual teaching compared to its teaching dedication in a situation of normalcy. This study shows that the lockdown has strongly affected women who are more vulnerable to crisis. In particular, the negative impact on research has been higher in female faculty staff from the UPC, who already face disparities regarding promotion and, during lockdown, stated more difficulties with household work reconciliation. From the results of this study, it is possible to conclude that the COVID-19 pandemic has deepened the gender gap in the academic field.

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Section: Introductionmentioning

confidence: 99%

Impact of the Pandemic on the Teaching and Research Staff at a Technological University in Spain: Deepening the Gender Gap

Peña

Torre

Alcaraz

et al. 2022

IJERPH

View full text Add to dashboard Cite

show abstract

“…Tosun et al [21] reported that in Turkey, the faculty and students did not have access to devices and the internet. Similar reports were shared for students from Palestine [35] where students reported non-availability of technological infrastructure. Sun et al [36] discussed that 90% of countries with high income delivered online education during Covid-19, while about 66% of countries with low income provided either online education and/or broadcast education.…”

Section: Disparity In Higher Education Caused By Technological Capabilitiesmentioning

confidence: 64%

Disparity in Higher Education Provision Caused by Technological Capabilities of Nations during Covid-19

Pandya¹,

Cho²,

Patterson³

2022

Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications

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During Covid-19, higher education institutions were forced to resort to emergency remote learning. The nations and higher education institutions with strong technological infrastructure and resources facilitated the provision of education and caused minimal interruption in teaching and learning. While the nations with poor technological infrastructure and non-availability of resources had to struggle to continue providing the education. This study, utilizing the job-demand resources model, provided insights into the influence of technological capabilities in providing higher education during the Covid-19 period and how a disparity is caused between different nations. The findings will benefit education policy developers and leaders of higher education institutions.

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“…This finding is in line with several previous studies conducted in a similar context. The use of social media was also happening some neighboring countries particularly during the COVID-19 pandemic, such as in Palestine (Affouneh et al, 2021;Marbán et al, 2021), Egypt (Al-Rahmi et al, 2021Al Mabruk et al, 2021), and Pakistan (Khan et al, 2021;T. M. Khan, 2021).…”

Section: Discussionmentioning

confidence: 99%

From face-to-face to screen-to-screen instruction: Pakistani students’ experiences, challenges, and learning effectiveness

Anwar¹,

Isa

2022

JEMIN

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The closure of schools and campuses due to the COVID-19 pandemic in the recent years has been shocking and resulted in a new learning habit from face-to-face interaction to online activities. Challenges, problems, potentials, and other attributes related to the administration of online teaching and learning are highly necessary to be explored. This study is conducted to portray college students’ learning experiences at the time of COVID-19 pandemic as well as post-pandemic recovery in Pakistan. A narrative inquiry by means of written reflection and semi-structured interviews is employed to scrutinize the online learning experiences of 19 university learners’ studying at a medical university in Pakistan. This study’s results depict that the use social media has dominated the whole learning activities in higher education context experienced by the students. Although the students confessed that they were ill-prepared, and there were issues with electricity supply, unstable internet connection, and access to digital equipment, they were still motivated to engage in online learning activities. When they were asked to provide opinion about the teaching modes, most of them argued that face-to-face interaction in a formal classroom was more preferred. The findings offer an empirical implication that teachers and related stakeholders are required to enhance the efficacy of online learning activities in Pakistan. Moreover, the findings contribute as an input enhancement to improve the quality of digital learning from the students’ point of views, both at the time of COVID-19 pandemic and post-pandemic recovery.

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Virtualization of Higher Education during COVID-19: A Successful Case Study in Palestine

Cited by 27 publications

References 34 publications

Impact of the Pandemic on the Teaching and Research Staff at a Technological University in Spain: Deepening the Gender Gap

Impact of the Pandemic on the Teaching and Research Staff at a Technological University in Spain: Deepening the Gender Gap

Disparity in Higher Education Provision Caused by Technological Capabilities of Nations during Covid-19

From face-to-face to screen-to-screen instruction: Pakistani students’ experiences, challenges, and learning effectiveness

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