Chinese Experience of Providing Remote and Flexible Learning During COVID-19 Pandemic: A Case Study of Maintaining Education in Crisis Contexts

Zhang, Muhua; Tlili, Ahmed; Zhuang, Rongxia; Yang, Junfeng; Chang, Ting‐Wen; Wang, Huanhuan; Huang, Ronghuai

doi:10.1007/978-981-15-7869-4_16

Cited by 17 publications

(16 citation statements)

References 9 publications

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“…[7,8,9] The flexible learning modality offers a practical alternative strategy to address the challenge of conducting traditional classroom teaching amidst the pandemic. [10,11,12,13] Effective web-based education programs require meticulous planning and structuring [14] and institutional support and resources. [9,14,15] Studies also show that web-based training must facilitate interaction among learners to peers, learners to faculty members, and learners to the learning environment.…”

Section: Literature Reviewmentioning

confidence: 99%

“…However, challenges are associated with the education solutions presented during the pandemic, like insufficient faculty/ learner training, lack of resources and adequate preparation, lack of familiarity with elearning/virtual platforms, insufficient IT skills, and lack of support during distance learning. [8,13,15] The level of the technical capability of nurses plays a vital role in overcoming these challenges with flexible learning. A technically adept nurse will be able to acclimate more easily with the novel learning modality by using the readily available resources to easily access the learning materials and optimize the time allocated for learning at a comfortable pace, free from distractions and frustrations caused by technical problems and an unfamiliar learning environment.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The fundamental principles to keep in mind when implementing flexible learning include, but are not limited to, dependable internet infrastructures, an appropriate elearning environment, and digital resources, and technical support for users/learners. [13] Furthermore, the following factors influence the quality of online programs: the content should allow learners to achieve their learning objectives, the e-learning environment should be comfortable to use, and the structure of the learning system must be easy to navigate through with learning resources readily accessible to its users. These elements improved the learning experience in web-based educational programs.…”

Section: Wherementioning

confidence: 99%

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Level of Satisfaction on The Flexible Learning Modality in Nursing Orientation

Luzano

Añonuevo

2022

Int J Sci Healthcare Res

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This quantitative, correlational study aimed to determine the nurses’ level of satisfaction on the flexible learning modality in the nursing orientation program at Hamad Medical Corporation (HMC) in Qatar during the COVID-19 pandemic. The participants were enrolled in the study using a total enumeration sampling technique which consists of all new nurses hired permanently by HMC from June 2020 until January 2021. The online questionnaire was distributed along with the informed consent/ research information tool and was completed by 212 out of 227 target participants. The survey was divided into these sections: the demographic profile, nurses’ level of satisfaction with the flexible learning modality, and their level of technical capability for flexible learning. Statistical treatment using frequencies, means, standard deviation, and Spearman’s rank correlation test was used to arrive at the research findings statistically. The study results revealed that nurses who joined HMC during the pandemic were highly satisfied with the nursing orientation program and highly capable of flexible learning. There is also a strong, positive relationship between the participants’ level of satisfaction and technical capability. Hence, an enhancement to nursing orientation programs can be developed based on the findings of the study. Keywords: [Nursing orientation, nursing education, web-based training, flexible learning]

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Wherementioning

confidence: 99%

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Level of Satisfaction on The Flexible Learning Modality in Nursing Orientation

Luzano

Añonuevo

2022

Int J Sci Healthcare Res

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“…Well-sequenced authentic tasks in ERL would involve frequent and diverse scope for the teacher to demonstrate “presence” to learners, including their assessment activities (McAleavy and Gorgen, 2020). On the contrary, lack of interaction ultimately leads to “unmotivating learning experiences” (Huang et al. , 2020).…”

Section: Background Of the Studymentioning

confidence: 99%

Emergency remote learning (ERL) in the COVID-19 era: perceived experience of Indian learners of higher education

Mukherjee

Maity

2022

AAOUJ

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PurposeThe COVID-19 pandemic compelled the education system to switch over to emergency learning-teaching that is organised remotely. The present study investigated the experience of emergency remote learning (ERL) provided to higher-education learners. The study explores learners' perceived experience regarding the quality of learning resources, the effectiveness of teaching in a virtual climate and the scope of interaction in ERL.Design/methodology/approachUtilising a snowball sampling method, data were obtained from 470 Indian students of higher education through a cross-sectional online survey using a questionnaire through social media platforms. Data were analysed with relevant statistics.FindingsThe majority of students agreed that they had benefited from ERL. The overall impression of the ERL is positive; nevertheless, the students are perplexed and lack confidence in many aspects of the ERL. The Quality of ERL Resources, Teaching Effectiveness, Peer Interaction and Workloads were found to be significant factors in determining the quality of ERL.Originality/valueLearning from the crisis of a pandemic is paramount for the education system. The education system could not go back to what was considered normal before the pandemic; rather it is time to assess and finalise strategies from the experience during this pandemic that could be taken by the higher-education institutions to make the ecosystem better equipped to create 21st-century learning climate. Accommodating the components of remote learning-teaching and engaging technology towards hybridisation are the needs of the time. Hence, assessing the quality of ERL from the learner's perspective might contribute to redesigning future remote learning.

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“…Significantly, school closures or resumptions overnight during COVID-19 outbreaks raise greater public concern over the safety of the school community, learning loss, the quality of instruction modalities, teaching and learning organization plans, compensation for learning loss, student progress and achievement, and safety return post-pandemic ( Reimers and Schleicher, 2020 ; Huang et al, 2020b ). The closure of schools and the rush to switch to online learning have also exposed the already-existing digital divides and socioeconomic inequalities between countries, between educational institutions, and among students ( Azevedo et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Identifying the Leadership Challenges of K-12 Public Schools During COVID-19 Disruption: A Systematic Literature Review

et al. 2022

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Globally, the COVID-19 pandemic is triggering a public health emergency and crisis on a large scale, with far-reaching effects and severe damage to all aspects of politics, economy, cultural and social life, and health. Consecutive outbreaks over the past nearly 2 years of “living with COVID-19” have forced most schools to physically close, resulting in the largest educational disruption in human history. In turbulent times of the COVID-19 crisis, school leaders are facing numerous major challenges germane to school governance and leadership. The key objective of the study is to fully explore the prospective challenges principals are encountering in public schools in times of COVID-19. To fulfill the research purpose, a systematic literature review (SLR) was carried out to investigate the leadership challenges. As a result, a total of 24 challenges were explored through SLR approach. Frequency analysis approach was initially applied to figure out the most significant challenges. Accordingly, seven challenges were found statistically significant as showing frequency ≥ 50 each. Irrevocably, the study works as a contribution to K-12 school leadership by providing guidance for current and future leaders in crisis based on practical investigation, experiences, and recommendations. Policy makers can leverage these findings to make necessary adjustments to school policy to better prepare school leaders for crisis. Additionally, the findings of the current study are believed to have profound implications for future research. These findings expand our current understanding on school leadership in time of crisis that needs further investigation. Subsequent studies can quantitatively and/or qualitatively validate these leadership challenges findings regarding a particular school context.

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Chinese Experience of Providing Remote and Flexible Learning During COVID-19 Pandemic: A Case Study of Maintaining Education in Crisis Contexts

Cited by 17 publications

References 9 publications

Level of Satisfaction on The Flexible Learning Modality in Nursing Orientation

Level of Satisfaction on The Flexible Learning Modality in Nursing Orientation

Emergency remote learning (ERL) in the COVID-19 era: perceived experience of Indian learners of higher education

Identifying the Leadership Challenges of K-12 Public Schools During COVID-19 Disruption: A Systematic Literature Review

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