Will ICMT Access and Use Support URM Students’ Online Learning in the (Post) COVID-19 Era?

Kim, Sunha; Rosenblith, Suzanne; Chang, Yunjeong; Pollack, Shira

doi:10.3390/su12208433

Cited by 13 publications

(11 citation statements)

References 62 publications

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“…Cultural (e.g., race, ethnicity) or socioeconomic backgrounds of individual students may also affect online learning experiences. Individually different levels of access and use of technologies significantly affect learning experiences of college students who transitioned to online during COVID-19 ( Adnan & Anwar, 2020 ; Kim, 2020 ; Tigaa & Sonawane, 2020 ). Given the fact that only 58% of the world's population has access to the Internet ( Statista, 2020 ), some international students may have had fewer prior online learning experiences in their home countries.…”

Section: Introductionmentioning

confidence: 99%

“It's Doable”: International Graduate Students’ Perceptions of Online Learning in the U.S. During the Pandemic

Han

Chang

Kearney

2021

Journal of Studies in International Education

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This study aims to understand the learning experiences and challenges of international students enrolled in Master's and PhD programs in various institutions who were forced to transition to online learning during the pandemic. In particular, the study explores the experiences and perceptions of seven non-native English-speaking international graduate students who came from six different countries and studied at different schools of education through phenomenological interviews. Analysis yields insight into these students’ online learning experiences and identifies factors which contributed to the mixed quality of these learning experiences. Overall, students tried to adapt to the “new normal,” while enduring learning and emotional challenges due to the harsh conditions of the pandemic in the United States and their home countries. Instructors’ readiness for online teaching as well as the extra support provided to help students cope with the sudden transition in the learning environment were particularly important factors affecting the students’ learning experiences. Our findings lead us to several recommendations for practice within graduate-level online learning environments and suggestions for further research, as well as broader considerations of what broader implications the case suggests for international education in light of digitalization.

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Section: Introductionmentioning

confidence: 99%

“It's Doable”: International Graduate Students’ Perceptions of Online Learning in the U.S. During the Pandemic

Han

Chang

Kearney

2021

Journal of Studies in International Education

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“…Thus, it is very important that the experience gained from the forced transition to the online be used as a source of improvement of the educational process [40,41]. In this regard, it is necessary for models to be followed for the migration to online education and also for the continuous training of the teaching staff to be supported and developed for a better adjustment to any form of development of the educational process, for creation of educational content, and for the increase of digital skills of teachers [42][43][44][45][46][47].…”

mentioning

confidence: 99%

One Year of Online Education in COVID-19 Age, a Challenge for the Romanian Education System

Edelhauser

Lupu–Dima

2021

IJERPH

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The study tried to analyze the implication of one year of online education in the Romanian education system. To achieve this goal, the authors of this study analyzed all the levels of education, primary education, lower secondary education, upper secondary education, and even the early childhood system, but also one of the smallest Romanian universities, considered representative for grade 1 universities representing 60% of the Romanian universities. The study is based on four online questionnaires for investigation, first with more than 2500 respondents from the primary and secondary Romanian education system, and the other three applied to more than 800 students and professors from the University of Petroșani. The investigation took place during 29 January 2021 and 11 February 2021. The authors had investigated the main feature of a standard online or a classical e-learning solution, such as the meeting solution or the video conference software, the collaborative work, such as homework or projects, and the testing method or the quizzes from both perspectives of the students and of the professors. The study results could influence the expected future hybrid educational system because these results were not covered in the previous literature but proved to be necessary for relevant knowledge strategies to be implemented in the new pandemic and also in the future context.

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“…This teacher education force is innovative training to adapt to digitalizing education in the future [19]. Solutions for improving learning achievements through distance education also discussing, such as universities should restructure curriculums and outcomes as well as provide good enough facility for technical equipment wellrunning [5] [20], teachers and students invest enough time, training, and practice for readiness as well as critical digital pedagogy [21]; [10]; [22]; student engagement, involved and participate in online learning activities is critical for success in online courses [23], [24] devising and maintaining an encouraging learning atmosphere, giving students consistent and prompt feedback, using a variety of technologies, building community [20].…”

Section: 1mentioning

confidence: 99%

Effectiveness of Digital Technology in Education During COVID-19 Pandemic. A Bibliometric Analysis

Mustapha

Van

Shahverdi

et al. 2021

Int. J. Interact. Mob. Technol.

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Digital technologies are viewing as a gateway to solve many of the problems arising from the crisis. How can we provide efficient education in COVID-19? To extend classroom learning to the home is a challenging task for the nations and the COVID-19 outbreak put the world in a situation from home learning. This study will analyze the overall resources and digital technologies available for education from home. For this purpose, Scopus and web of science databases are used to find the literature. The final 82 articles are select for the SLR (systematic literature review). The data inclusion and exclusion process are used in the PRISMA statement 2015 for quality assessment of data. The bibliometric analysis will conduct for text frequency co-occurrence and collaborations between the authors in countries. The vital step of data classification will process according to the author's segmentation and published research settings. In the last findings of the study, reports will explain past literature and recent outbreak. We are applying bibliometric analysis, showing that reviews are classified into 04 main clusters for analysis and discussion. These are 1) Digital Education Quick Shift Online Teaching and Learning for during Covid19 Pandemic 2) Digital Education during Pandemic and Rethinking for Sustainable Community; 3) Digital education for medical education and healthcare in hospital; 4) Digital Education and Digital innovation development during Covid19 pandemic. These findings are expected to benefit stakeholders studying and working relevant in digital education during and resilient post-Covid-19 pandemic.

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Will ICMT Access and Use Support URM Students’ Online Learning in the (Post) COVID-19 Era?

Cited by 13 publications

References 62 publications

“It's Doable”: International Graduate Students’ Perceptions of Online Learning in the U.S. During the Pandemic

“It's Doable”: International Graduate Students’ Perceptions of Online Learning in the U.S. During the Pandemic

One Year of Online Education in COVID-19 Age, a Challenge for the Romanian Education System

Effectiveness of Digital Technology in Education During COVID-19 Pandemic. A Bibliometric Analysis

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