Higher Education During the COVID-19 Pandemic: Responses and Challenges

Wang, Xuyan; X, Sun

doi:10.25159/1947-9417/10024

Cited by 10 publications

(4 citation statements)

References 18 publications

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“…The post-COVID-19 context asks for a more inclusive and equitable higher education system that meets the needs and expectations of faculty, staff, students and stakeholders (Natow, Johnson & Manly 2022). Consequently, re-envisioning of higher education is required to ensure stability by taking into account, among others, diversity in income levels of parents, employment status of supporting family members, proportions of students receiving government grants, the ability of students and staff to regard HEIs as safe and secure learning environments, access to a stable Internet, sufficient space to study productively, safeguarding of information, ensuring the integrity of academic data (Wang & Sun 2022). Finally, the new approach should aim for a more inclusive and fair system that satisfies the needs and aspirations of all students, faculty and stakeholders.…”

Section: Higher Education Institutional Stability and Agilitymentioning

confidence: 99%

Local economies and pandemics: Regional perspectives

Jabbour,

Meyer,

Valotto

et al. 2023

Centre for Local Economic Development: Topics in Local Development

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Peer-review declarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer-Review of Scholarly Books'. The book proposal form was evaluated by our Social Sciences, Humanities, Education and Business Management editorial board. The manuscript underwent an evaluation to compare the level of originality with other published works and was subjected to rigorous two-step peer-review before publication by two technical expert reviewers who did not include the volume editor and were independent of the volume editor, with the identities of the reviewers not revealed to the editor(s) or author(s). The reviewers were independent of the publisher, editor(s) and author(s). The publisher shared feedback on the similarity report and the reviewers' inputs with the manuscript's editor(s) or author(s) to improve the manuscript. Where the reviewers recommended revision and improvements, the editor(s) or author(s) responded adequately to such recommendations. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the book be published. v Research justificationLocal economic development (LED) is at the core of developing a sustainable, inclusive and resilient local region. Local economic development aims to involve all role-players (local government, private sector and community) in the decision-making process in order to create a participatory environment where social and environmental concerns are balanced with economic pursuits. Achieving this is a challenge for local governments in developed and developing regions. The global coronavirus disease 2019 (COVID-19) outbreak has brought about an entirely new set of challenges for local governments, businesses (formal and informal) and policymakers. This book aims to highlight how local economies are impacted during times of a global pandemic from global perspectives.The outbreak of the global COVID-19 pandemic has presented unprecedented challenges to developed and less-developed local economies. The book aims to uncover the best practices in responding to a pandemic from regional perspectives and from a trans-disciplinary point of view. Scholars from various spheres in the arts, culture, education, health, environment, business and the public sector present their perspectives on the impacts, responses and consequences for local economies and communities. As a fundamental part of LED, the arts, culture, education, health, environment, business and public sector domains were some of the hardest hit by the pandemic, and the pandemic has certainly exposed the weaknesses of current development policies and calls for new, innovative measures in developing resilient local regions. This book forms an essential part of the development series of the Centre for Local Economic Development (CENLED) as it offers insight into how a global pandemic (COVID-19) impacted LED in various regions and the different responses from different spheres.

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Section: Higher Education Institutional Stability and Agilitymentioning

confidence: 99%

Local economies and pandemics: Regional perspectives

Jabbour,

Meyer,

Valotto

et al. 2023

Centre for Local Economic Development: Topics in Local Development

View full text Add to dashboard Cite

show abstract

“…This can address several challenges, such as lack of training, levels of resistance to change, and lack of support for methodological aspects of the hybrid mode of teaching and assessments. 67 It can be viewed that training, support, and experience will be critical elements in the future improvement of a hybrid delivery mode. 68…”

Section: Technology Integration and Experiences In The Post-covid-19 Eramentioning

confidence: 99%

Perspectives in Adopting a Practical and Technology-Integrated Approach in the Teaching and Learning of Commercial Courses in the Post-COVID- 19 era in Higher Education

Ncanywa

Magadana

Matolengwe

et al. 2022

EHASS

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South African higher education institutions (HEIs) are engaged in the transformation process and one area of interest is curriculum transformation. Some of the focus areas in the transformation process are developing effective curriculum teaching methods and illustrating how technology is infused into the curriculum. This theoretical paper observes that teaching commercial subjects currently has significant challenges. The negative effects of COVID-19 in implementing effective teaching strategies have endorsed the transformation process. The paper aims to provide literature debates and a scholarly background on perspectives of adopting a practical and technological approach in the teaching and learning of commercial courses in the post-COVID-19 era in higher education. The conceptual paper adopts a thematic qualitative approach. The themes discussed in the literature review are: Perspectives of teaching methods in accounting,business studies, computer applied technology, economics, and technology integration and experiences in the post-COVID-19 era. The paper documents how a practical and technologically infused approach can be employed in the teaching and learning of commercial courses for the benefit of all stakeholders, and additionally, lessons from the COVID-19 pandemic implemented in the post-COVID-19 era. In conclusion, in teaching commercial subjects, there is a switch from a traditional lecturer-centred approach to a hybrid delivery mode. It is therefore recommended that HEIs provide thorough strategic planning at an institutional level and provide major changes in resource allocation and organizational processes and structures for an effective hybrid mode of delivery. In addition, instructional designers should generate the best hybrid learning system that empowers all relevant stakeholders. Keywords: Practical approach, Technology integration approach, Teaching and learning, Commercial courses in Higher Education

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“…In Latin America, in public and private institutions at all levels, it was decided to resort to the use of television media and computer tools of different types to continue with instruction in remote modality. In fact, this is the first time in history that the remote modality has been massively used for training purposes (Wang & Sun, 2022).…”

Section: Introductionmentioning

confidence: 98%

Learning assessment challenges from students and faculty perception in times of COVID-19: A case study

et al. 2023

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A mixed-method study about the perception of students and faculty around learning assessment practices was conducted in a multicampus competency-based approached Mexican private university. The objective was getting new knowledge about higher education community perception around learning assessment practices, learning outcomes production and how authentic assessment was driven while working on different modalities during the pandemic: remote learning, synchronous hybrid learning, alternate hybrid learning, and on-site modality. A questionnaire, and an interview for faculty and focus groups for students were designed, validated, and conducted. A total of 281 faculty and 908 students participated in this study. The main quantitative results indicate that students who took on-site classes evaluate the variables better than those who took hybrid classes. In addition, students who took remote classes evaluate the authenticity variable better than those who took it in alternate hybrid modality. In the case of the faculty, only the equality variable showed significant differences between the reported modalities. Besides, the main qualitative results indicate that perceptions are quite different between faculty and students while getting their perceptions from an evaluation standards scope. Thus, their perspectives around equality, authenticity, feasibility, reliability and ethics were obtained and discussed against literature. The main conclusions of the study remarked that students and faculty were positive towards most of the execution of learning assessment and learning outcomes practices during the pandemic. Nevertheless, students’ preference of on-site modality was determined as the way they have more opportunities for interacting and learning more from assessment and feedback.

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Higher Education During the COVID-19 Pandemic: Responses and Challenges

Cited by 10 publications

References 18 publications

Local economies and pandemics: Regional perspectives

Local economies and pandemics: Regional perspectives

Perspectives in Adopting a Practical and Technology-Integrated Approach in the Teaching and Learning of Commercial Courses in the Post-COVID- 19 era in Higher Education

Learning assessment challenges from students and faculty perception in times of COVID-19: A case study

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