Yes, We Can (?) - A Critical Review of the COVID-19 Semester

Vladova, Gergana; Ullrich, André; Bender, Benedict; Gronau, Norbert

doi:10.1007/978-3-030-73988-1_17

Cited by 3 publications

(3 citation statements)

References 24 publications

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“…This is a crucial aspect to be addressed by university professors. In the context of virtuality, professors need to maintain communication channels that allow them to provide students with timely feedback from online video tutorials or email guides after class ( Bao, 2020 ; Vladova et al, 2021b ). We identified statistically significant differences in the experiences of men and women.…”

Section: Discussionmentioning

confidence: 99%

“…Higher education institutions are expected to accompany teachers and students in the different scientific areas during the post-pandemic academic continuity. Exceptional support is scheduled in aspects such as planning and prioritization of practical classes, promoting a combined approach of virtual and face-to-face education ( Pham and Ho, 2020 ; Vladova et al, 2021b ).…”

Section: Discussionmentioning

confidence: 99%

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Expectations and Experiences With Online Education During the COVID-19 Pandemic in University Students

et al. 2022

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Due to COVID-19, university students continued their academic training remotely. To assess the effects of emergency remote teaching (ERT), we evaluated the expectations and, subsequently, the experiences of university students about online education. This study employed a simple prospective design as its method. We assessed the expectations of 1,904 students from different discipline areas (1,106 women and 798 men; age M = 21.56; SD = 3.07) during the beginning of the first semester, March 2020 (T1), and their experiences at the end of the same academic period, September 2020 (T2). We used convenience non-probability sampling. Participants responded to the questionnaire on Expectations toward virtual education in higher education for students and the questionnaire on virtual education experiences in higher education. The results showed that students’ responses reflected low expectations regarding peer relationships and comparison with face-to-face education (T1). This perception was maintained during the evaluation of experiences (T2). Students reported positive experiences regarding online teaching and learning, online assessment, and their self-efficacy beliefs at T2. Statistically significant differences between measurements were found, with the expertise presenting higher averages than expectations. Furthermore, differences by gender were identified, reporting a positive change in the scores of women. In addition, results reflected differences according to the disciplinary area, showing Social Sciences and Medical and Health Sciences students a more significant size effect. Findings regarding the empirical evidence and the implications for future teaching scenarios in Higher Education are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Expectations and Experiences With Online Education During the COVID-19 Pandemic in University Students

et al. 2022

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“…The use of technology in the learning processes of students of different disciplines became essential and the only way to teach, communicate and collaborate for months. They also investigate disciplinary differences that will affect the acceptance of technology (Vladova et al, 2021b). They emphasize the importance of social interaction, the combination of different learning formats, and thus context-sensitive hybrid learning as the learning form of the future.…”

Section: Introductionmentioning

confidence: 99%

E-Learning Evaluation Using General Extended Technology Acceptance Model Approach at Schools in COVID-19 Pandemic

Ngabiyanto¹,

Nurkhin²,

Mukhibad³

et al. 2021

EUROPEAN J ED RES

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<p style="text-align: justify;">The purpose of this research is to provide empirical evidence of the influence of perceived usefulness, convenience, experience, gender, and age on the intention to use e-learning after the government's school closure policy due to the Coronavirus disease (COVID-19) pandemic. Our sample is junior high school teachers in Indonesia and the data are analyzed using the Structural Equation Model (SEM). We show that perceived usefulness has a positive influence on e-learning intentions. The perceived convenience is not the reason for the teachers to use e-learning because they have no other alternative in carrying out their duties apart from e-learning. Besides, we have also found that gender and experience influence e-learning intentions. The teachers with different genders and experiences continue to implement e-learning as their way of teaching during the pandemic. The younger teachers have a higher intention of using e-learning. They have adequate digital abilities and are more confident in using e-learning, so they have a great intention in implementing e-learning for the delivery of the materials. Experienced teachers will find it easier to find the use and convenience of e-learning. Apart from experience, male teachers also report that it is easier to grasp the ease of e-learning. However, older teachers show more concern about their perception of system usability as a reason for using e-learning than system convenience.</p>

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Chancen und Grenzen digitaler Lehre an Hochschulen aus Studierendenperspektive: Empirische Befunde und Gestaltungshinweise

Vladova

Ullrich

Bender

2021

HMD

Self Cite

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ZusammenfassungDie Ausgestaltung qualitativ hochwertiger Lehre erfordert eine Zusammenwirkung zwischen Lehrenden und Lernenden. Die Präsenzlehre profitiert hierzu von einer langjährigen Tradition, digitale Lehre dagegen befindet sich vergleichsweise noch am Anfang ihrer Verbreitung. Ein großer Entwicklungsschritt Richtung Digitalisierung des Unterrichts wurde im Kontext der Hochschullehre während der Covid-19-Pandemie im Frühjahr 2020 erzielt, als der Präsenzunterricht für Monate unterbrochen wurde. Dabei konnten wichtige Erkenntnisse zu Chancen und Grenzen digitaler Lehre gewonnen werden. Dieser Beitrag zeigt ausgewählte Ergebnisse einer Studie, die an vier deutschen Hochschulen und mit 875 Antworten im Frühjahr 2020 durchgeführt wurde. Die Studie deckt Chancen und Grenzen digitaler Lehre aus der Sicht der Studierenden und vor Hintergrund ihrer Erfahrung im komplett digitalen Semester auf. Die Ergebnisse werden als Grundlage für die Ableitung von Gestaltungshinweisen für digitale Lehr- und Lernangebote genutzt. Ausgehend von einem Modell zur Analyse der Ausgestaltung von Lehr- und Lern-Formaten, werden diese Hinweise nach den Elementen Lernende, Lehrende, Lehrinhalte, Umgebung und Lehrstil strukturiert.

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Yes, We Can (?) - A Critical Review of the COVID-19 Semester

Cited by 3 publications

References 24 publications

Expectations and Experiences With Online Education During the COVID-19 Pandemic in University Students

Expectations and Experiences With Online Education During the COVID-19 Pandemic in University Students

E-Learning Evaluation Using General Extended Technology Acceptance Model Approach at Schools in COVID-19 Pandemic

Chancen und Grenzen digitaler Lehre an Hochschulen aus Studierendenperspektive: Empirische Befunde und Gestaltungshinweise

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