Considerations for University Pedagogy: Distance Learning One Year After the Covid-19 Pandemic Outbreak

Abstract

Due to the recent outbreak of the COVID-19 pandemic, the institutions of higher education had to transform their educational function from face-to-face to e-learning. The purpose of this study is to examine the effects of e-learning and the consequent disruption of the traditional educational function in higher education in Greece with special reference to the views of undergraduates compared to those of their peers collected via the same method and tool one year earlier in two regional Greek Universities, the University of Patras and the Democritus University of Thrace. The present research was conducted in May 2021 in order to explore students’ views and feelings one year after the sudden and total transition to online teaching during the pandemic. The results suggest that students seem to prefer face-to-face courses, but they provide interesting aspects regarding e-teaching and learning -thus valuable guidelines for higher educational institutions in developing didactic approaches, to motivate students on their academic pathway, emphasizing the necessity of University Pedagogy.

The Impact of The Covid-19 Pandemic on Interior Design Students’ Performance in Jordanian Universities

“…The comparison of the findings between first-year and third-year students in regard to the overall educational experience in face-to-face learning shows that first-year students have a higher satisfaction rating than third-year students. This could be due to the fact that first-year students are usually more enthusiastic and have a more positive outlook toward education (Kedraka et al, 2022). They are more likely to embrace the new learning environment, while third-year students may have become more accustomed to the learning environment, leading to a more neutral attitude (Thordardottir et al, 2022).…”

Fortune Teller and Midwife: A Reflective View on Pedagogical-Artistic Management in a Reality of Multiple Crises

“…This paper seeks to reveal and illuminate events from a "behind-the-scenes" perspective of a pedagogical-artistic management position during a period characterized by multiple crises. This is a complement and extension to studies that examined the experiences of students and educators at different levels in the educational system (e.g., Deas et al, 2021;Gershy & Shuzman, 2021;Kedraka et al, 2022;United Nations Educational, Scientific and Cultural Organization [UNESCO], 2020). Specifically, this paper will focus on some of the challenges addressed and the secondary roles that have evolved to handle them in the teachers'-training track of the Department of Dance at the Kibbutzim College of Education, Technology and the Arts, Tel Aviv, Israel.…”

Pharmacy Students’ Attitudes Toward Distance Learning After the COVID-19 Pandemic: Cross-Sectional Study From Saudi Arabia

“…The questionnaire used in this study was created based on a prior study by Kedraka et al [14], and the authors obtained permission to use the questionnaire. A survey composed of multiple-choice questions was created using a web-based survey creator.…”

“…A survey composed of multiple-choice questions was created using a web-based survey creator. That survey consisted of 34 questions assessing attitudes toward distance learning [14]. We slightly modified some questions to comply with the teaching methods used at Unaizah College of Pharmacy.…”

“…However, several problems emerged, including poor teaching quality, work overload, lack of accessibility, student nervousness and dissatisfaction, fundamental questions concerning the use of distance education in the future, the requirement for suitable educational staff support and education to handle the inescapable adjustments required for implementing contemporary educational methods in a distance learning setting, and appropriate teacher preparation. Students expressed concern about the ability of distance education to replace human interaction in terms of emotion [14]. COVID-19 affected the reception and delivery of education at all levels [15], with educational authorities in most countries implementing distance learning strategies [11].…”