Online Education: Benefits, Challenges and Strategies During and After COVID-19 in Higher Education

Paudel, Pitambar

doi:10.46328/ijonse.32

Cited by 385 publications

(353 citation statements)

References 10 publications

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“…The emergence and unprecedented spread of the COVID-19 as a global pandemic has been posing substantial challenges to the practices of everyday life. There has been a surge of interest to explore the dynamics of online education across different contexts amid the COVID-19 pandemic [36][37][38][39][40]. Many higher education institutions, particularly in the context of the global North, have inevitably made some urgent adjustments to LTA designs while coping with profound social suffering and significant economic hardship.…”

Section: Covid-19 and Online Teachingmentioning

confidence: 99%

Online Education and the COVID-19 Outbreak: A Case Study of Online Teaching during Lockdown

2021

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The COVID-19 pandemic has become a critical challenge for the higher education sector. Exploring the capacity of this sector to adapt in the state of uncertainty has become more significant than ever. In this paper, we critically reflect on our experience of teaching urban design research methods online during the early COVID-19 lockdown in the UK. This is an exploratory case study with a qualitative approach with an aim to inform resilient practices of teaching in the face of public health emergencies. Drawing on the experience of teaching the Research Methods and Techniques subject during lockdown, we discuss the rapid transition from face-to-face to online teaching and point to the challenges and opportunities in relation to the learning and teaching activities, assessment and feedback, and digital platforms. This paper concludes by outlining some key considerations to inform the development of more adaptive and resilient approaches to online teaching in the context of unprecedented global health crises such as the COVID-19 pandemic. We argue that it is critical to move beyond fixed pedagogical frameworks to harness the productive capacities of adaptive teaching.

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Section: Covid-19 and Online Teachingmentioning

confidence: 99%

Online Education and the COVID-19 Outbreak: A Case Study of Online Teaching during Lockdown

2021

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“…Several studies have discussed these emerging challenges and disadvantages of online education amid COVID-19 pandemic [7,8], however, there are limited data in the literature regarding physicians' perception and satisfaction towards this sudden and unexpected shift in medical education. We believe that physicians' satisfaction is crucial, not only for evaluation of the current practices, but also for planning of future strategies between inperson and virtual learning.…”

Section: Introductionmentioning

confidence: 99%

Physicians’ attitude towards webinars and online education amid COVID-19 pandemic: When less is more

2021

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Background Since the declaration of COVID-19 as a pandemic, all scientific medical activities were shifted to an online format, in the form of webinars, to maintain continuing medical education (CME). We aimed to assess physicians’ attitude among different medical specialties towards this sudden and unexpected shift of traditional face-to-face meetings into webinars, and to suggest future recommendations. Methods We conducted a cross-sectional, internet-based survey study using a 25-item questionnaire, from November 1 and November 15, 2020. The survey was created and distributed to physicians from different medical and surgical specialties and from different countries via several social media platforms, using a snowball technique. Results A total of 326 physicians responded; 165 (50.6%) were females, mean age of responders was 38.7 ± 7.5 years. The majority of responses (93.2%) came from Arab countries. Of them, 195 (59.8%) reported attending more webinars compared to the same period last year, with average of 3 per month. As regard to the general impression; 244 (74.8%) were “strongly satisfied” or “satisfied”, with the most satisfaction for “training courses: by 268 (82.2%), and “International conferences” by 218 (66.9%). However, 246 respondents (75.5%) felt overwhelmed with the number and frequency of webinars during the pandemic, 171 (52.5%) reported attending less than 25% of webinars they are invited to, 205 (62.8%) disagreed that webinars can replace in-person meetings after the pandemic, and 239 (73.3%) agreed that online meetings need proper regulations. Conclusions Webinars comprised a major avenue for education during COVID-19 pandemic, with initial general satisfaction among physicians. However, this paradigm shift was sudden and lacked proper regulations. Despite initial satisfaction, the majority of physicians felt overwhelmed with the number and frequency of webinars. Physicians’ satisfaction is crucial in planning future educational activities, and considering that this current crisis will most likely have long lasting effects, webinars should be viewed as complementing traditional in-person methods, rather than replacement. In this study, we are suggesting recommendations to help future regulation of this change.

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“…Internet penetration in India, especially in rural India, is still a concern. Even during the online mode of teaching, students have raised concerns over internet connectivity (Agormedah et al, 2020;Agung et al, 2020;Farooq et al, 2020;Figueroa et al, 2020;Hodgson & Hagan, 2020;Paudel, 2020;Qazi et al, 2020). This problem of internet connectivity continued even during the OBE.…”

Section: Weaknesses Of Online Obementioning

confidence: 99%

Open Book Examination and Higher Education During COVID-19: Case of University of Delhi

Ashri

Sahoo

2021

Journal of Educational Technology Systems

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Coronavirus disease 19 (COVID-19) pandemic has shaken the higher education sector. Indian academic institutes are well acquainted with the traditional closed book examination; however, the pandemic has forced the institutes to resort to new methods to evaluate the students. Many academic units in India did not take the examination in the light of public health, but in the case of the University of Delhi, it decided to conduct an online open book examination (OBE). Therefore, in the present paper, we aim to evaluate the strength, weaknesses, opportunities, and challenges of conducting online OBE by referring to the vast literature available. We further extended our study by assessing the students’ performance in an OBE and closed book examination. The results unveiled that students tend to score higher marks in the case of an OBE set up compared to closed book examination.

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Online Education: Benefits, Challenges and Strategies During and After COVID-19 in Higher Education

Cited by 385 publications

References 10 publications

Online Education and the COVID-19 Outbreak: A Case Study of Online Teaching during Lockdown

Online Education and the COVID-19 Outbreak: A Case Study of Online Teaching during Lockdown

Physicians’ attitude towards webinars and online education amid COVID-19 pandemic: When less is more

Open Book Examination and Higher Education During COVID-19: Case of University of Delhi

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