Acceptability and challenges of online higher education in the era of COVID-19: a study of students' perspective

Bisht, Raj Kishor; Jasola, Sanjay; Bisht, Ila Pant

doi:10.1108/aeds-05-2020-0119

Cited by 94 publications

(100 citation statements)

References 20 publications

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“…The study was performed using a survey for the first phase. The survey was developed based on the published literature, [6][7][8]18,19,21,22 and the SWOC analysis (Strengths, Weaknesses, Opportunities, and Challenges), that was carried out by the College of Pharmacy at the beginning of the academic year for routine planning and improvement. Two versions of the survey were developed; one for academic staff and another one for students.…”

Section: Development Of the Study Toolsmentioning

confidence: 99%

“…However, the capacity for e-learning, underequipped pharmacy schools, and internet access service were major challenges. 7,21,22 Other examples include activation of the asynchronous teaching for pharmacy education shortly to cope and expand learning accessibility; remote delivery of the educational content due to subscriptions to various E-Systems, expert's readiness, the inclusion of active learning in the curriculum, and training instructors to use online platform for teaching such as (Zoom). 7,8,23 In the kingdom of Saudi Arabia, the Ministry of Education issued a notice, in March 2020, to suspend face-to-face teaching and learning and temporarily close all educational institutions because of the COVID-19 pandemic.…”

Section: Introductionmentioning

confidence: 99%

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Distance Education During COVID-19 Pandemic: A College of Pharmacy Experience

Altwaijry¹,

Ibrahim²,

Binsuwaidan³

et al. 2021

RMHP

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This study aimed at describing the experience of academic staff and students with distance education, during the COVID-19 pandemic, at a college of pharmacy in Saudi Arabia. Methods: This study used a mixed-method approach. The first phase implemented a survey that targeted both academic staff and students to evaluate their experiences with distance education during the COVID-19 pandemic. Then, a focus group discussion was conducted to explore, in-depth, their experience. The survey consisted of five domains as follows: readiness for the shift to distance education during the full and partial lockdown, perception towards distance education, barriers against distance education, and the acquisitions due to distance education. A five-point Likert scale was used to assess participants' responses to the different domains (mean score ± standard deviation). Results: Seventy-eight percent of the academic staff and 65% of the students responded to the survey. Participants' views were positive for readiness for the shift to distance education during the full lockdown (3.89±0.42 for academic staff and 3.82±0.50 for students) with almost similar evaluation for the readiness during the blended learning period (3.91±0.44 for staff and 3.83±0.59 for students). The findings showed a generally positive perception towards distance education (3.59± 0.67 for academic staff and 3.47±0.64 for students). The acquisitions due to distance education were also positive (3.95±0.72 for academic staff and 3.78±0.77 for students). Nonetheless, some barriers that affected distance education were raised with an overall neutral view from both academic staff (3.31±0.72) and students (3.31±0.64), with different responses for the individual items. Qualitative findings from the focus group discussions explored the strengths, weaknesses, opportunities, and challenges, with emphasis on the areas for improvement. Conclusion: Although the shift for distance education was out of a sudden, participants showed overall positive views about their experience with distance education and highlighted areas for improvement.

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Section: Development Of the Study Toolsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Distance Education During COVID-19 Pandemic: A College of Pharmacy Experience

Altwaijry¹,

Ibrahim²,

Binsuwaidan³

et al. 2021

RMHP

View full text Add to dashboard Cite

show abstract

“…Indeed, a previous study found that 67% percent of students had a positive experience with online exams (Matthíasdottir & Arnalds, 2016). However, Bisht, Jasola, and Bisht (2020) found that connecting to the internet is the most critical issue for students in online exams. Most online exams are only accessed if the user has an appropriate level of internet speed.…”

Section: Availability and Accessibilitymentioning

confidence: 99%

Saudi EFL Students’ Perceptions of Online English Achievement Exams in the Era of COVID-19

Aljohani

Aloreafy

Alzaidi

et al. 2021

IJLLT

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Due to the COVID-19 pandemic, assessment and testing processes have been shifted to an online environment. Therefore, this unexpected shift requires more recent research in the field of online assessment. Based on this requirement, the present research aimed to explore female EFL students’ perceptions of an online English achievement exam by focusing on these dimensions: availability and accessibility, instructions, and mode of delivery. The participants were preparatory year students at the English Language Institute (ELI) at the University of Jeddah. To serve the research aim, the research used a mixed-methods approach. Students (n =49) participated in the quantitative phase by answering an online survey and 2 students were interviewed in the qualitative phase. The quantitative data revealed that the students had a positive perception of the online exam availability, accessibility, instruction, and mode of delivery. More particularly, the qualitative data explained that the clear online exam instructions and suitable mode of delivery have significantly improved these positive perceptions.

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“…Curriculum delivery was found to be more common among male (β=0.19, t=2.26, p<0.05) students and high scorers (β=0.35, t=3.29, p<0.05), who believed that better suitability under the COVID-19 situation was due to better curriculum delivery. During the pandemic, with most of the education delivery being online, (Bisht et al, 2020) reported that Indian male students are discomforted with it. Recently, (Kundu & Bej, 2021) discovered in the Indian context that online learning during the pandemic is not suitable due to fear, insecurities, and a number of challenges associated with digital connections, (Wladis et al, 2014a) believed that online learning is concomitant with the risk of declining enrollments This might be the reason why curriculum delivery is crucial for male students during the pandemic.…”

Section: Curriculum Delivery Modementioning

confidence: 99%

Selection of An Engineering Institution: Students’ Perceptions of Choice Characteristics and Suitability under the COVID-19 Pandemic

Mahajan

Pati²

2021

SSRN Journal

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Background: COVID-19 has impacted Indian engineering institutions (EIs) enormously. It has tightened its knot around EIs that forced their previous half-shut shades completely down to prevent the risk of spreading COVID-19. In such a situation, fetching new enrollments on EI campuses is a difficult and challenging task, as students' behavior and family preferences have changed drastically due to mental stress and emotions attached to them. Historically, during crisis situations, institutions have struggled to return to the normal track. Consequently, it becomes a prerequisite to examine the choice characteristics influencing the selection of EI during the COVID-19 pandemic to make it 'normal' for 'new' enrollments.The purpose of this study is to critically examine choice characteristics that affect students' choice for EI and consequently to explore relationships between institutions' characteristics and the suitability of EI during the COVID-19 pandemic across students' characteristics. Quantitative research, conducted through a self-reported survey composed of a closed-ended structured questionnaire, was purposefully incorporated into the students who recently were enrolled in EIs (batch years 2020-2021) belonging to the North Maharashtra region of India. Results:The findings of this study revealed dissimilarities across students' characteristics regarding the suitability of EIs under pandemic conditions. Regression analysis revealed that EI characteristics such as proximity, image and reputation, quality education and curriculum delivery have significantly contributed to suitability under COVID-19. At the micro level, multiple relationships were noted between EI characteristics and the suitability of EI under the pandemic across students' characteristics. Conclusion:Bringing 'normality' to 'new' enrollments totally depends on EI's resilience in meeting the needs of diversity in the COVID-19 pandemic situation, which repositions themselves to govern student-centric strategies instituted for the overall suitability of EI under pandemic conditions. The study has successfully demonstrated how choice characteristics can be executed to regulate the 'suitability' of EI under the COVID-19 pandemic for the inclusion of diversity. It is useful for policy makers and academicians to reposition EIs that fetch diversity during the pandemic. This study is the first to provide insights into the performance of choice characteristics and their relationship with the suitability of EIs under a pandemic and can be a yardstick in administering new enrollments.

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Acceptability and challenges of online higher education in the era of COVID-19: a study of students' perspective

Cited by 94 publications

References 20 publications

Distance Education During COVID-19 Pandemic: A College of Pharmacy Experience

Distance Education During COVID-19 Pandemic: A College of Pharmacy Experience

Saudi EFL Students’ Perceptions of Online English Achievement Exams in the Era of COVID-19

Selection of An Engineering Institution: Students’ Perceptions of Choice Characteristics and Suitability under the COVID-19 Pandemic

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