Global Higher Education: Examining Response to the COVID-19 Pandemic Using Agility and Adaptability

McCormack, Thomas J.; Lemoine, Pamela A.; Waller, R. E.; Richardson, Michael

doi:10.20849/jed.v5i1.848

Cited by 14 publications

(12 citation statements)

References 34 publications

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“…The continuing pandemic will force colleges and universities around the world grapple with student academic learning issues. With the uncertainty abut how "normal" college life will be for all stakeholders in Fall 2021 (McCormack et al, 2021), continued study of these teaching-related issues, including student perceptions, remains important. Given the global experience of universities stuggling with the ongoing pandemic's impact (Tam et al, 2021;Watermeyer, Crick, Knight, & Goodall, 2021), an international collaborative effort among researchers comparing the same student perception variables across different college settings, e.g., United States versus other countries, state-supported versus private, urban versus rural campus location, business versus non-business school, and full-time versus part-time undergraduates, would be ideal for future research.…”

Section: Discussionmentioning

confidence: 99%

“…For example, COVID-19 forced the closure of seveal colleges in Nigeria (Chinwana, Chinawa, Ossai, Aronu, & Onukwuli, 2021). Much uncertainty remains for many universities and colleges around the world about how "normal" college campus life will be for returning students, faculty and staff in the Fall 2021 (McCormack, Lemoine, Waller, & Richardson, 2021). Recent research on college students in the early pandemic stage found more experienced panic with higher COVID-19 fears and elevated depressive mood (Hasratian, Nordberg, Meuret, & Riz, 2021;Konstantopoulou & Raikou, 2020), as well as the need for modifable prevention intervention strategies to appreciate student perceived barriers and self-efficacy (Tam, Li, Li, Wang, & Lin, 2021).…”

Section: Introduce the Problemmentioning

confidence: 99%

“…Recent research on college students in the early pandemic stage found more experienced panic with higher COVID-19 fears and elevated depressive mood (Hasratian, Nordberg, Meuret, & Riz, 2021;Konstantopoulou & Raikou, 2020), as well as the need for modifable prevention intervention strategies to appreciate student perceived barriers and self-efficacy (Tam, Li, Li, Wang, & Lin, 2021). McCormack et al (2021) recommended that global higher education institutions focus on long-range planning over crisis management, and increase awareness/monitoring of learning design quality to help lessen this uncertainty. Prior work has focused on various college-level teaching issues caused by the pandemic, at both a country level (e.g., Balakrishnan, 2020) and specific University level (Neuwirth, Jovic, & Mukherji, 2020).…”

Section: Introduce the Problemmentioning

confidence: 99%

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Pre- and Early-Pandemic Graduating Students’ Perceptions at a United States Business School

Blau¹

2021

JEDP

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Two separate samples of graduating business students completed online surveys in the Spring 2019 (pre-pandemic, n = 724) and Spring 2020 (early pandemic, n = 376). This research study explored changes in student grading assessment learning perceptions (GALP) between Spring of 2019 to Spring of 2020, as well as perceptions of video vault use, number of internships/co-ops completed, satisfaction with major, and satisfaction with business degree. With the abrupt change from face-to-face to all online classes in the middle of the Spring 2020 semester due to the pandemic, individual engagement GALP (e.g., attendance, participation) declined but video vault use increased. Reassuringly, other GALP scales as well as both satisfaction measures remained stable. Testing for changes in correlations from 2019 to 2020, using the four GALP scales, video vault use, and internships/co-ops completed as the independent variables and satisfaction with major and satisfaction with business degree as the dependent variables, there were several significant correlational changes. The correlation of video vault use to satisfaction with major increased from 2019 to 2020. Increased Individual Creative GALP – satisfaction with business degree, and Individual Engagement GALP – satisfaction with business degree correlations were also found. The positive Spring 2020 video vault use findings, and maintained GALP scale perceptions were at least partially due to the immediate online Zoom faculty training facilitated by the Business School Online and Digital Learning Department. However, there was a negative correlation from 2019 to 2020 in the internship/co-op completed – satisfaction with business degree. . Study limitations and future research issues with the continuing pandemic are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Introduce the Problemmentioning

confidence: 99%

Section: Introduce the Problemmentioning

confidence: 99%

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Pre- and Early-Pandemic Graduating Students’ Perceptions at a United States Business School

Blau¹

2021

JEDP

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“…The challenges presented to both instructors and students during the evolving COVID-19 pandemic have truly challenged the ways in which pedagogy is used to regain, sustain, and engage students' attention, given the inherent challenges associated with remote learning (Eadens and Eadens, 2021;Gelles et al, 2021;Lysenko and Tokareva, 2021;Mamun et al, 2021;McCormak et al, 2021;O'Sullivan et al, 2021). This has placed an enormous amount of pressure on instructors to find novel, unique, and creative ways to engage their students to maintain their interests and academic momentum from prior to COVID-19 until the situation becomes resolved.…”

Section: Unique Teaching Approaches During and Post Covid-19: 180°video Vr Hmd And 3d Video Computer Display Pedagogy Solutions To Upskilmentioning

confidence: 99%

Comparisons Between First Person Point-of-View 180° Video Virtual Reality Head-Mounted Display and 3D Video Computer Display in Teaching Undergraduate Neuroscience Students Stereotaxic Surgeries

Neuwirth

Ros²

2021

Front. Virtual Real.

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Introduction: Students interested in neuroscience surgical applications learn about stereotaxic surgery mostly through textbooks that introduce the concepts but lack sufficient details to provide students with applied learning skills related to biomedical research. The present study employed a novel pedagogical approach which used an immersive virtual reality (VR) alternative to teach students stereotaxic surgery procedures through the point of view (POV) of the neuroscientist conducting the research procedures.Methods: The study compared the 180° video virtual reality head-mounted display (180° video VR HMD) and the 3D video computer display groups to address the learning gaps created by textbooks that insufficiently teach stereotaxic surgery, by bringing students into the Revinax® Virtual Training Solutions educational instruction platform/technology. Following the VR experience, students were surveyed to determine their ratings of the learning content and comprehension of the material and how it compared to a traditional lecture, an online/hybrid lecture, and YouTube/other video content, as well as whether they would have interest in such a pedagogical tool.Results: The 180° video VR HMD and the 3D video computer display groups helped students attend to and learn the material equally, it improved their self-study, and they would recommend that their college/university invest in this type of pedagogy. Students reported that both interventions increased their rate of learning, their retention of the material, and its translatability. Students equally preferred both interventions over traditional lectures, online/hybrid courses, textbooks, and YouTube/other video content to learn stereotaxic surgery.Conclusion: Students preferred to learn in and achieve greater learning outcomes from both the 180° video VR HMD and the 3D video computer display over other pedagogical instructional formats and thought that it would be a more humane alternative to show how to conduct the stereotaxic surgical procedure without having to unnecessarily use/practice and/or demonstrate on an animal. Thus, this pedagogical approach facilitated their learning in a manner that was consistent with the 3-Rs in animal research and ethics. The 180° video VR HMD and the 3D video computer display can be a low-cost and effective pedagogical option for distance/remote learning content for students as we get through the COVID-19 pandemic or for future alternative online/hybrid classroom instruction to develop skills/reskill/upskill in relation to neuroscience techniques.

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“…Managing this return-to-college ambiguity is critical. Highlighting the need for agility and adaptability McCormack et al (2021) made several general recommendations, including the need for global higher education institutions to: focus on long-range planning over crisis management, and increase awareness/monitoring of learning design quality.…”

Section: Introduce the Problemmentioning

confidence: 99%

An American Business School’s Academic Advising and Professional Development Centers’ Early Pandemic Response

Blau

Goldberg

2021

JED

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As colleges and universities around the world grapple with the continuing impact of the ongoing COVID-19 pandemic, it is necessary for research to not only focus on student academic learning issues, but also test for maintained support of needed student resources such as Academic Advising and Professional Development Centers. Using the Senior Student Satisfaction Survey, two separate samples of graduating business undergraduates at a Mid-Atlantic University in the United States of America were surveyed, in late Spring 2019 (pre-pandemic) and late Spring 2020 (early pandemic). The goals of this study were two-fold. The first was to test for changes from pre-pandemic to early pandemic in seven student-related perception measures: attendance motivation, coursework challenge, professional development engagement, academic advising ease/quality, professional development ease/quality, business degree satisfaction, and perceived market value to potential employers. The second goal was to test for changes in the perceived relationships of five “independent variables”, i.e., attendance motivation, coursework challenge, professional development engagement, academic advising center ease/quality, and professional development center ease/quality, to two “dependent variables”, i.e., business degree satisfaction and perceived market value to potential employers. Comparing pre-pandemic (2019) to early pandemic (2020) perceptual change data, this study found that both the Academic Advising and Professional Development Centers handled these student-based perception variables from the surveys quite well. When the campus was suddenly closed due to the pandemic, both Centers successfully made quick adaptive changes to virtual models to handle initial student needs.

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Global Higher Education: Examining Response to the COVID-19 Pandemic Using Agility and Adaptability

Cited by 14 publications

References 34 publications

Pre- and Early-Pandemic Graduating Students’ Perceptions at a United States Business School

Pre- and Early-Pandemic Graduating Students’ Perceptions at a United States Business School

Comparisons Between First Person Point-of-View 180° Video Virtual Reality Head-Mounted Display and 3D Video Computer Display in Teaching Undergraduate Neuroscience Students Stereotaxic Surgeries

An American Business School’s Academic Advising and Professional Development Centers’ Early Pandemic Response

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