Covid 19 and Challenges in Higher Education: An Empirical Analysis

Sahoo, Bibhu Prasad; Gulati, Ankita; Haq, Irfan Ul

doi:10.3991/ijet.v16i15.23005

Cited by 17 publications

(16 citation statements)

References 15 publications

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“…Education can be digitized by improving the facilities and infrastructure of technology and information in an educational institution. In addition to a stable internet network, qualified human resources are also needed to support the digitization of education (Kooli, 2021;Sahoo et al, 2021). From the results of the literature review above, several kinds of educational media platforms can be used to support the learning process using the Blended learning model that educators can utilize, including; WhatsApp Group, Google Classroom, e-Learning Müller & Wulf, 2021).…”

Section: Discussionmentioning

confidence: 99%

Reconstruction of Language Learning in Universities in the Post Covid-19

Ilyas¹

2022

scr. j. j. linguist. engl. teach.

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Background: After the Covid-19 pandemic forced educational institutions to change learning methods and techniques, especially at universities in Indonesia, because face-to-face meetings have been carried out in stages. This research generally aims to describe the Reconstruction of Indonesian Language Learning in Post-Covid-19 Universities. Methodology: This study uses the literature review method, searching and researching literature by reading various books, journals, and other publications. Findings: The findings of this study include post-covid-19 brings good benefits in terms of online-based learning, which is undoubtedly one of the demands of digitalization of education today. The strategy that can be used in reconstructing Indonesian learning after COVID-19 is to use the Blended Learning method, namely by a combination of learning models carried out in online and offline contexts; Supporting factors that exist in reconstructing Indonesian language learning in universities after the covid-19 pandemic include: students are accustomed and trained in online learning which is nothing but the demands of the era of digitalization of education at this time; besides that it can also trigger the acceleration of transformation for the world of education in Indonesia; the emergence of online learning applications as a learning reference that supports students; the spread of free online courses and the emergence of unlimited creativity; By studying online at home, students can at least apply it to their home environment. Conclusion: The obstacle in reconstructing Indonesian language learning at universities in the context of digitizing education at this time is the limited facilities and infrastructure in the form of internet quotas, internet signals or networks, wifi, facilities and infrastructure, response, and technology. Moreover, maximizing the blended learning method is the right strategy for overcoming the Various Obstacles in Reconstructing Indonesian Language Learning in Post-Covid-19 Universities.

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Section: Discussionmentioning

confidence: 99%

Reconstruction of Language Learning in Universities in the Post Covid-19

Ilyas¹

2022

scr. j. j. linguist. engl. teach.

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“…At the same time, however, the results also indicate the existence of an issue in terms of concentration and distraction during online education. According to [38], approximately 80% of the students were having difficulties in concentrating during the online classes. They justify it by saying that it could be either because of the lack of study atmosphere in home or because similar proportion of students also mentioned difficulty in understanding the concepts online which was much better in a physical classroom environment.…”

Section: Ability To Concentrate and Multitasking In Online Educationmentioning

confidence: 99%

Digital Competence of Digital Native Students as Prerequisite for Digital Transformation of Education

Tóth

Virágh²,

Hallová³

et al. 2022

Int. J. Emerg. Technol. Learn.

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Current students of higher education institutions are referred to as digital natives and so they are expected to have a good level of digital competence. The aim of the paper is to examine whether digital native students of non-technical study programs consider themselves ready for the digital transformation of education and whether, from their point of view, they meet the preconditions for such digital education. A survey (questionnaire) was conducted for this purpose. The results showed that most students have appropriate technical support for online education (technical equipment, internet connection and access to the necessary software). Most students have a positive attitude towards the use of digital technologies in general and specifically in education too. This result is consistent with the characteristics of digital natives. Consistency was also found in their self-assessment of their own level of technical skill (77.4% of students do not need help working with digital technologies or only to a small extent and 84.4% of students can actively participate in online education). The results also indicate students’ propensity for multitasking as a feature of digital natives (during online education, 77% of students use multiple devices at once and a total of 85.2% of students also engage in other activities during online learning). Most students are also satisfied with the support of the subjects they study in the form of e-courses. However, the preference for a particular form of study materials (printed or digital) is not such ambiguous.

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“…The sudden shift in educational planning had caused severe chaos [9]. This emergent situation was difficult for teachers, students, and families [29] [10]. Teachers and students experienced increased stress and anxiety as a result of the transition to fully online teaching and learning [1].…”

Section: 3mentioning

confidence: 99%

Studying the Effectiveness of a Proposed Methodology for Teaching Programming Labs Online and Students’ Perspectives toward it during COVID-19: A Case Study of Hashemite University

Al-Ahmad

Obeidallah

2022

Int. J. Interact. Mob. Technol.

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The global Covid-19 lockdown had shifted traditional learning in universities toward the full implementation of eLearning. This new way of learning had overcome many challenges and showed many potentials as well. During Covid-19; Information Technology students in Hashemite University had experienced learning programming languages labs using different platforms. Six labs are available: Introduction to C++, Object oriented programming 1, Object oriented programming 2, Visual basic programming, Web programming and introduction to Database. In this paper, the transition of learning programming labs is highlighted based upon students’ perception. New teaching methodology is proposed and applied for teaching programming labs courses completely remotely, the proposed methodology has been assessed out of web structured survey and direct assessment of students. The results showed that the suggested teaching model for teaching online programming labs successes preliminary in creating online practical programming environment similar to that available during face-to-face teaching at university, however the methodology must be revised to modify the adopted online programming evaluation system to become more reliable and fair.

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Covid 19 and Challenges in Higher Education: An Empirical Analysis

Cited by 17 publications

References 15 publications

Reconstruction of Language Learning in Universities in the Post Covid-19

Reconstruction of Language Learning in Universities in the Post Covid-19

Digital Competence of Digital Native Students as Prerequisite for Digital Transformation of Education

Studying the Effectiveness of a Proposed Methodology for Teaching Programming Labs Online and Students’ Perspectives toward it during COVID-19: A Case Study of Hashemite University

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