Emerging Learning Environments and Technologies Post Covid-19 Pandemic: What’s Next?

Mahmud, Malissa Maria; Wong, Shiau Foong; Ismail, Othman

doi:10.1007/978-3-030-91738-8_29

Cited by 9 publications

(8 citation statements)

References 28 publications

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“…Cross-validation renders findings more generalizable and replicable. Second, validating across in-person and hybrid/online teaching contexts is particularly important given a recent shift towards more hybrid/online learning opportunities within K-12 systems following the COVID-19 pandemic (Mahmud et al, 2022;Liu et al, 2021;Stefanille, 2022).…”

Section: Identifying Self-regulated Learning Behaviors In a Digital L...mentioning

confidence: 99%

“…Given that the most recent cohort in our sample was affected by the drastic shift from in-person to remote and online instruction during the Spring 2020 semester due to the outbreak of the COVID-19 pandemic, we thought it was imperative to understand whether associations between predictors and outcomes would remain robust despite such differences in learning circumstances. This is particularly true given an apparent shift towards the use of more online and remote learning technologies to support K-12 learners during and in the aftermath of the COVID-19 pandemic (Liu et al, 2021;Mahmud et al, 2022;Stefanille, 2022). These associations were examined within the context of Advanced Placement (AP) Statistics courses.…”

Section: Research Aimsmentioning

confidence: 99%

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Leveraging Performance and Feedback-seeking Indicators from an Online Platform for Early Prediction of Students’ Learning Outcomes

Ober¹,

Cheng

Carter³

et al. 2023

Preprint

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BACKGROUND: Students’ use of feedback is associated with improved learning. Yet how soon does this association become robust enough to make predictions about learning is not fully understood. Such knowledge has strong implications for early identification of students at-risk for underachievement via digital learning platforms.OBJECTIVES: We sought to understand how early in the academic year students’ end-of-year learning outcomes could be predicted by their performance and use of feedback administered through a digital learning platform. We analyzed data collected at different time points in the academic year and across different cohorts of students within the context of high school advanced placement (AP) Statistics courses. METHODS: High school students enrolled in AP Statistics spanning three academic years between 2017-2020 (N=726; Mage=16.72 years) completed 3-4 homework assignments, each 2-3 months apart. RESULTS AND CONCLUSIONS: Across the three cohorts, and even as early as the first assignment, a model consisting of demographic variables (gender, race/ethnicity, parental education), assignment performance, and interaction with the score report explained significant variation in students’ final course grades (R2=.314-.412) and AP exam scores (kappa=.583-.689). Students’ assignment performance was positively associated with end-of-year learning outcomes. Students who more frequently checked their score reports tended to receive better learning outcomes, though not consistently across cohorts. IMPLICATIONS: These findings further an understanding of how students’ early performance and use of feedback within a digital learning platform predict end-of-year learning outcomes.

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Section: Identifying Self-regulated Learning Behaviors In a Digital L...mentioning

confidence: 99%

Section: Research Aimsmentioning

confidence: 99%

Leveraging Performance and Feedback-seeking Indicators from an Online Platform for Early Prediction of Students’ Learning Outcomes

Ober¹,

Cheng

Carter³

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

“…Now, human development is in the Fourth Industrial Revolution, in which the digital revolution is unavoidable, and the COVID-19 pandemic speeds up digital transformation (Abdulrahim and Mabrouk, 2020). There are some prior studies have explored issues about digital transformation resulting from the COVID-19 pandemic: Abdulrahim and Mabrouk (2020), Bhagat and Kim (2020), Marks et al (2020), García-Morales et al (2021, Hai et al (2021), Kutnjak (2021), Mahmud et al (2022), andNurhas et al (2021) have highlighted the challenges of rapid digital transformation in higher education institutions during the global pandemic. Mahmud et al (2021) and Mhlanga et al (2022) have concluded key digital transformation lessons learned during the pandemic.…”

Section: Literature Reviewmentioning

confidence: 99%

Post-COVID-19 strategies for higher education institutions in dealing with unknown and uncertainties

Rasli

Tee²,

Lai³

et al. 2022

Front. Educ.

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The COVID-19 global pandemic outbreak has presented higher education institutions with the impediment of transforming to a new curriculum, pedagogy, and educational management. Inevitable transformation in higher education triggered by COVID-19 is still ongoing, albeit most countries are now at the endemic stage. However, transformation should not just be about simply changing instructional delivery. The COVID-19 pandemic is a unique opportunity for educators and policymakers to rethink education systems and reimagine what is important, necessary, and desirable for future generations. Hence, this study focuses on identifying strategies for higher education institutions to deal with unknown uncertainties during and after the pandemic. Expert Opinion Method was conducted involving five professors who are senior management in their respective universities and have been directly involved in formulating strategies and policies during the pandemic. Four major dimensions were developed from the findings: (1) Resilience and Change Management, (2) Digital Transformation and Online Learning, (3) Curriculum Change, and (4) Sustainability. Flexibility is also the most common issue discussed by experts. Based on thematic analysis, post COVID-19 strategic framework for higher education institution sustainability is proposed. In addition, this study can be a roadmap for educators, policymakers, and all relevant stakeholders to prepare for future disruptions in the education sector.

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“…Many employers expect employees to have the ability to detect problems and generate appropriate alternative solutions. Based on the systematic review studied by Mahmud et al (2021), it reveals that the pandemic demonstrated that students possess different skills, including strategic thinking and problem-solving skills. Problem-solving skills make individuals more adaptable to cope with any changes happening in the workplace.…”

Section: Communicate Collaborate and Solve Problemsmentioning

confidence: 99%

Stakeholder’s Perspectives of the Twenty-First Century Skills

Mahmud

Wong

2022

Front. Educ.

Self Cite

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Today, the shift toward technology industries has made the applicable skills in high demand in the workforce. However, job training and education in general have not changed enough to keep up with the on-going trends. Concerns over the skills gap in our global workforce have exploded. In response to the demands of labor market and to close the skills gap, educational institution should focus on supporting skill development to cultivate the competencies that students need, making education in twenty-first century skills essential to prepare the students for the new and unknown in this fast-changing world of technology. This research aims to investigate the importance of twenty-first century skills for the employability of undergraduate students. The findings indicate that twenty-first century skills are the needed employability attributes, which transcend beyond qualifications and experience, that employers are looking for. It is also discovered from this study that the most effective way to attain twenty-first century skill is to focus on integrating twenty-first century knowledge and skills into the education support systems for our nation to realize its goal of successfully meeting the challenge of the twenty-first century.

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Emerging Learning Environments and Technologies Post Covid-19 Pandemic: What’s Next?

Cited by 9 publications

References 28 publications

Leveraging Performance and Feedback-seeking Indicators from an Online Platform for Early Prediction of Students’ Learning Outcomes

Leveraging Performance and Feedback-seeking Indicators from an Online Platform for Early Prediction of Students’ Learning Outcomes

Post-COVID-19 strategies for higher education institutions in dealing with unknown and uncertainties

Stakeholder’s Perspectives of the Twenty-First Century Skills

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