E-Learning in Times of Crisis: An Incidental or Facilitative Event?

Davidovitch, Nitza; Wadmany, Rivka

doi:10.1007/978-3-030-74051-1_15

Cited by 5 publications

(6 citation statements)

References 10 publications

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“…The authors of [10] point out that successful online learning requires pedagogical approaches other than copying frontal pedagogical schemes using the Zoom platform and other tools such as Weber, MS Teams, etc. In addition, the authors emphasize the need to change perceptions, both on the part of students who are responsible for their own learning, and on the part of instructors who need to re-examine the teaching and learning process and align their roles and responsibilities.…”

Section: Literature Reviewmentioning

confidence: 99%

Systemic Analysis of the Use of Technological Tools in the University Learning Process

Mozombite-Jayo¹,

Manrique-Jaime²,

Castillo-Lozada³

et al. 2022

Int. J. Eng. Ped.

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El artículo de investigación realizó entrevistas para obtener información desde diferentes perspectivas de los actores, tales como estudiantes, docentes, entre otros. De esta manera, analizar la problemática del uso de herramientas tecnológicas en una universidad de Lima Perú. Esto se hizo con la categoría de información donde se ubicaron las actividades confirmadas y validadas. Como resultado, se utilizó la cruz de Malta para ubicar en sus cuatro cuadrantes las actividades seleccionadas, la entrada, la salida de la categoría de información y el procedimiento de los procesos de información. El objetivo del trabajo es analizar a profundidad la problemática del uso de herramientas tecnológicas en la educación superior en el Perú bajo el enfoque sistémico. Se realizó un análisis sistemático utilizando la metodología híbrida de sistemas blandos y la metodología de Wilson. La investigación tiene un enfoque cualitativo y un alcance descriptivo. El resultado obtenido de la categoría de información y la cruz de Malta es que docentes y estudiantes desarrollaron sus competencias digitales en el uso de herramientas tecnológicas para mejorar el proceso de enseñanza-aprendizaje luego de realizar capacitaciones. Este aporte benefició a la comunidad universitaria objeto de estudio.

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Section: Literature Reviewmentioning

confidence: 99%

Systemic Analysis of the Use of Technological Tools in the University Learning Process

Mozombite-Jayo¹,

Manrique-Jaime²,

Castillo-Lozada³

et al. 2022

Int. J. Eng. Ped.

View full text Add to dashboard Cite

show abstract

“…Students testified that they were able to focus their attention more on the course content and less on issues. Students reported being able to concentrate more on the material of the course and less on concerns like parking, traffic, and other potential difficulties associated with attending a conventional classroom setting [4,5].…”

Section: Literature Review 21 Examining Shifts In Perspectives Toward...mentioning

confidence: 99%

“…Research indicates that for Israeli students, the convenience of their study arrangements takes precedence over other factors [4]. They do not make their decisions based on educational or socio-academic values and are fully conscious of the drawbacks of digital learning.…”

Section: Student Preferences For Active Learning: Learner Engagement ...mentioning

confidence: 99%

Effect of Crisis-Induced Online Shift on Student Academic Preferences: Insights for Education Institutions to Develop Equitable and Sustainable Learning Models

Davidovitch,

Eckhaus

2024

Sustainability

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It has been five years since the COVID-19 pandemic began in 2019, forcing universities to hastily adopt online teaching. This study focuses on two under-researched topics: whether the shift online may change universities’ model to not require physical attendance and how students’ socioeconomic status impacts their preferences around online versus in-person learning. The research hypotheses suggest that undergoing an online teaching experience positively influences preferences for online teaching, which in turn impacts the desire for institutional changes toward an online environment. Based on 1854 questionnaires completed at several academic institutions, we employed a mixed methods design. We performed Exploratory Factor Analysis (EFA) followed by Structural Equation Modeling (SEM) to test the models’ goodness of fit and presented the Online Teaching Preference and Socioeconomic Effect (OTPSE) model. The findings show that students who felt their teaching improved through online classes preferred this format and chose universities without mandatory on-campus classes. Additionally, students from higher/middle socioeconomic backgrounds exhibited a greater preference for online learning than those from lower socioeconomic backgrounds. Overall, the results suggest that higher education leaders need thorough discussions on the topic. These findings may be valuable for education managers and policymakers when considering the implementation of sustainable education strategies, including the integration of online teaching methods. By understanding students’ preferences and the factors that influence their choices, education managers can develop effective strategies to promote sustainable development in education systems.

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“…Students and instructors moved from an environment where natural interactions among instructors and peers were afforded with rich means of oral, visual, and physical modalities, to the adopted distance mode. Compelled to be embraced by educational institutions around the world (Davidovitch and Wadmany, 2021;Mahmud et al, 2022), most of these tools offered limited social interaction and collaboration, which are some of the most important qualities of an effective educational environment (Garcia-Sanjuan et al, 2018). Perhaps this should not be surprising as the adopted tools were essentially made for video conferencing with a basic communications toolset (Stecuła et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Metamorphosis of EduX: a comparative study for education in the metaverse

Lataifeh,

Ahmed

2024

Front. Comput. Sci.

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This research explores critical aspects of the ongoing educational transition from traditional two-dimensional digital platforms toward immersive realities in the metaverse. In this work, a networked, collaborative, ubiquitous, and immersive platform, “EduX” is developed to host different educational sessions. Several metrics are tracked and compared with parallel sessions using traditional digital platforms used by educational institutions, particularly during and after the Covid-19 pandemic, such as Zoom, MS Teams, and Black Board Ultra as the Learning Management System. Four groups of students from different domains of knowledge (n = 396) participated in the study, whereby each group was split into two subgroups, taking their session via EduX and BBUltra, followed by post-assessments and discussions. Using a mixed methods approach, quantitative and qualitative data were collected and analyzed to examine the influence of the platform on engagement, performance, and overall student achievements. The discussed results demonstrate superior usability and user experience levels of the proposed platform, with higher levels of engagement, leading to significantly improved attainments. Other than demonstrating the efficacy and feasibility of the platform, this work establishes fundamental metrics to be considered by software and hardware solution providers, academic institutions, and the research community concerned with the convergence towards immersive technologies.

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E-Learning in Times of Crisis: An Incidental or Facilitative Event?

Cited by 5 publications

References 10 publications

Systemic Analysis of the Use of Technological Tools in the University Learning Process

Systemic Analysis of the Use of Technological Tools in the University Learning Process

Effect of Crisis-Induced Online Shift on Student Academic Preferences: Insights for Education Institutions to Develop Equitable and Sustainable Learning Models

Metamorphosis of EduX: a comparative study for education in the metaverse

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