Comparing the Effectiveness of an Online Human Diversity Course to Face-to-Face Instruction

Stauss, Kimberly; Koh, Eun; Collie, Michael

doi:10.1080/10437797.2018.1434432

Cited by 14 publications

(10 citation statements)

References 24 publications

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“…Knowledge discovery is solely dependent on study in this scenario [ 1 ]. Higher education's fundamental business is research, and the knowledge/skills output is made possible by teaching and practise [ 55 ]. For efficient delivery, a variety of teaching tools could be used.…”

Section: Literature Reviewmentioning

confidence: 99%

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Does online technology provide sustainable HE or aggravate diploma disease? Evidence from Bangladesh—a comparison of conditions before and during COVID-19

Alam

2021

Technology in Society

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Section: Literature Reviewmentioning

confidence: 99%

“…The contribution of an active learning process to the growth of graduates is frequently used to assess its performance [ 55 ]. Academic achievement is used as the key criterion, and it is mostly applicable to primary and secondary education [ 56 ].…”

Section: Literature Reviewmentioning

confidence: 99%

Does online technology provide sustainable HE or aggravate diploma disease? Evidence from Bangladesh—a comparison of conditions before and during COVID-19

Alam

2021

Technology in Society

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“…In this scenario, knowledge discovery purely depends on research ( Alam and Parvin, 2021 ). Research is the core business of higher education and the product known as knowledge/skills is made possible by teaching and practice ( Stauss et al., 2018 ). Many teaching aids might be used for effective delivery.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The effectiveness of an active learning process is often measured by its contribution to graduates’ development ( Stauss et al., 2018 ). In doing so, academic performance is considered as the main parameter which is predominantly applicable for primary and secondary education ( Wieser and Seeler, 2018 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Online technology: Sustainable higher education or diploma disease for emerging society during emergency—comparison between pre and during COVID-19

Alam

Asimiran

2021

Technological Forecasting and Social Change

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Even as the pandemic rages on across the globe, the notion of shutting down higher education has never been an option; instead, finding ways to circumvent it has led to a greater reliance on online technology delivery of courses and programs. Although this is not meant as a complete substitute, critics argue that online education has widened the ‘diploma disease’ crisis. They argued that this would lead to serious long-term problems which may become irreversible. This comparative study was conducted using an ‘empirical survey’ with 120 students from each group (before and during COVID-19, giving a total of 240 samples/students) to conduct an in-depth study of the academic and job-ready performance of graduates. Findings show that pre-pandemic students did poorly academically compared to during-pandemic counterparts. On the other hand, pre-pandemic graduates achieved better job-readiness scores which included both aptitude and practicum. Moreover, both groups achieved well in terms of academic performance compared to their job-readiness scores. This leads to the question: is it the role of HE to value the concept of sustainable production or to produce certificates/qualifications? Apparently, the HE system has used COVID-19 as an excuse to extend the “diploma disease crisis”, a situation that must be addressed by devising a proper policy framework.

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“…Hence, onsite learning is supported by school buildings such as classrooms, lecture halls, libraries, and laboratories. F2F instruction provides room for relationship building, self-awareness, reflection, in-person activities, and in-class-role plays [79]. There are several studies that stress the importance of maintaining physical connection to campus, peer-to-peer connection, and student-instructor connection [42].…”

Section: Onsite Learningmentioning

confidence: 99%

A Strategic Approach to Onsite Learning in the Era of SARS-Cov-2

Adarkwah

2021

SN COMPUT. SCI.

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The COVID-19 pandemic disrupted all forms of social life, including the education sector. As part of the efforts to keep the virus at bay, onsite instruction was suspended in 188 countries across the globe, jeopardizing the educational goals of over 91% of the world's student population. Online learning emerged as an ultimate solution to the disruption caused by the COVID-19 pandemic. The main challenge of most developing countries, especially in Sub-Saharan Africa, is to ensure effective online learning across all levels of education. The lack of funds, infrastructure, effective e-learning systems, ICT gadgets, and other challenges hindered the online learning in most developing countries from achieving its intended goal. With the realization that the COVID-19 may not die out soon and the prospect of a vaccine, Ghana, like many countries, resumed onsite instruction in early 2021. The study employed a phenomenological approach through personal interviews to explore the experiences of 20 tertiary students who were the first batch of students to be part of the temporal resumption of tertiary education in Ghana. From the analysis, it was observed that universities educated their staff and students on COVID-19. Nonetheless, there were contextual challenges with; the provision of personal protective equipment (PPEs), engagement in digital learning, parent-teacher collaboration, psychological health service, and course completion. The study discusses school preparedness plan of universities for resumption and draws from the literature to outline ten strategic ways to reopen schools.

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Comparing the Effectiveness of an Online Human Diversity Course to Face-to-Face Instruction

Cited by 14 publications

References 24 publications

Does online technology provide sustainable HE or aggravate diploma disease? Evidence from Bangladesh—a comparison of conditions before and during COVID-19

Does online technology provide sustainable HE or aggravate diploma disease? Evidence from Bangladesh—a comparison of conditions before and during COVID-19

Online technology: Sustainable higher education or diploma disease for emerging society during emergency—comparison between pre and during COVID-19

A Strategic Approach to Onsite Learning in the Era of SARS-Cov-2

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