A unified perspective on the adoption of online teaching in higher education during the COVID-19 pandemic

Mittal, Amit; Mantri, Archana; Tandon, Urvashi; Dwivedi, Yogesh K.

doi:10.1108/idd-09-2020-0114

Cited by 102 publications

(76 citation statements)

References 85 publications

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“…The emergence and unprecedented spread of the COVID-19 as a global pandemic has been posing substantial challenges to the practices of everyday life. There has been a surge of interest to explore the dynamics of online education across different contexts amid the COVID-19 pandemic [36][37][38][39][40]. Many higher education institutions, particularly in the context of the global North, have inevitably made some urgent adjustments to LTA designs while coping with profound social suffering and significant economic hardship.…”

Section: Covid-19 and Online Teachingmentioning

confidence: 99%

Online Education and the COVID-19 Outbreak: A Case Study of Online Teaching during Lockdown

2021

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The COVID-19 pandemic has become a critical challenge for the higher education sector. Exploring the capacity of this sector to adapt in the state of uncertainty has become more significant than ever. In this paper, we critically reflect on our experience of teaching urban design research methods online during the early COVID-19 lockdown in the UK. This is an exploratory case study with a qualitative approach with an aim to inform resilient practices of teaching in the face of public health emergencies. Drawing on the experience of teaching the Research Methods and Techniques subject during lockdown, we discuss the rapid transition from face-to-face to online teaching and point to the challenges and opportunities in relation to the learning and teaching activities, assessment and feedback, and digital platforms. This paper concludes by outlining some key considerations to inform the development of more adaptive and resilient approaches to online teaching in the context of unprecedented global health crises such as the COVID-19 pandemic. We argue that it is critical to move beyond fixed pedagogical frameworks to harness the productive capacities of adaptive teaching.

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Section: Covid-19 and Online Teachingmentioning

confidence: 99%

Online Education and the COVID-19 Outbreak: A Case Study of Online Teaching during Lockdown

2021

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“…Online learning (e-learning) has recently taken center stage in higher education due to the COVID-19 pandemic (Barnes, 2020 ; Davison, 2020 ; Dwivedi et al, 2020 ; Krishnamurthy, 2020 ; Mittal et al, 2021 ). This is because many universities around the world had to close their campuses and cease on-site activities in an effort to stop the spread of the virus (Banoo, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

The Dark Side of Mobile Learning via Social Media: How Bad Can It Get?

et al. 2021

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As the COVID-19 pandemic continues to spread at an unprecedented rate, many universities around the world halted physical forms of teaching and learning to stop the spread of the virus. As a result, many university students were forced to utilize online learning through channels such as mobile social media. Due to the novelty of this situation, there are many unknowns particularly with the negative influences of mobile learning via social media on university students. Thus, this study looks to examine this subject matter from the perspective of the stimulus–organism–response theory. The uniquely developed research model included four stimuli (i.e., social overload, information overload, life invasion, and privacy invasion), two organisms (i.e., technostress and exhaustion) as well as a response in terms of reduced intention to use mobile learning via social media. The responses were collected from 384 university students via an online survey and analyzed with the Partial-Least-Square-Structural-Equation-Modelling. It was found that the antecedents for both technostress and exhaustion were able to account for more than half of their respective variances. Furthermore, technostress and exhaustion were significant facilitators of the students’ reduced intention to use mobile learning via social media. In addition to the practical insights for stakeholders in the education industry, this study also posited several theoretical implications for researchers.

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“…García-Peñalvo (2021) conducted a similar study to identify areas of strength and weaknesses in universities in Spain during the pandemic. Mittal et al (2021) presented a theoretical model based on a time-series to analyze several factors about of the adoption of online teaching at the time of the outbreak of COVID-19. Kundu and Bej (2021) studied the Indian students' perception of being ready for the sudden shift to online education.…”

Section: Related Workmentioning

confidence: 99%

Evaluating the Effectiveness of Distance Learning in Higher Education during COVID-19 Global Crisis: UAE Educators’ Perspectives

et al. 2021

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The COVID-19 Pandemic affected all sectors worldwide including education sector changing the students learning environment at a large scale. In the education sector, governments had to close schools and universities around the world and turn into online mode of delivery. The sudden transformation to online learning demands educators and institutions to develop more innovative teaching methods in supporting students during this growing crisis. It is pertinent that this is the era of large-scale online learning, where education is delivered remotely utilizing various digital platforms. To this end, this move presented many challenges to students, educators, families, administrators, and government regulations. In this paper, we conduct an oriented and well-rounded survey that captures all aspects of distance learning verticals as perceived by educators in order to study online delivery aspects, including teaching models, communication media, and teaching best practices in distance learning. The paper will answer subtle and comprehensive questions related to student satisfaction and success, technical needs and challenges, teaching models, educator mobility, etc. across different universities in the UAE. In particular, the paper tries to identify best model to use given many key issues related to the adoption of e-learning during COVID-19. Overall, the survey results showed almost all participants agreed that online learning during the COVID-19 is a very good alternative solution to Face-to-Face approach. However, teaching models do vary in promoting students' participation and students' engagement. All participants agree that absence of the proper infrastructure at home will hinder the operation especially in courses with hands-on components. Finally, the educators questioned the credibility of online assessments despite the enforced exam integrity tools and methods. The paper concluded with many recommendations for continuous development of the distance learning systems during and after COVID -19.

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A unified perspective on the adoption of online teaching in higher education during the COVID-19 pandemic

Cited by 102 publications

References 85 publications

Online Education and the COVID-19 Outbreak: A Case Study of Online Teaching during Lockdown

Online Education and the COVID-19 Outbreak: A Case Study of Online Teaching during Lockdown

The Dark Side of Mobile Learning via Social Media: How Bad Can It Get?

Evaluating the Effectiveness of Distance Learning in Higher Education during COVID-19 Global Crisis: UAE Educators’ Perspectives

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