Online learning during COVID-19 emergency– a descriptive study of university students
experience in Mozambique

doi:10.37074/jalt.2021.4.1.16

Cited by 3 publications

(2 citation statements)

References 19 publications

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“…However, to the best of our knowledge, there is little research on the specific impacts of the pandemic on higher education in LMICs. Most importantly, university level students' accounts of their experiences during the pandemic in these countries are very limited (Baidoo-Anu, Gyamerah & Munezhi 2023;Martins et al 2021). Thus, this study aimed to understand the impacts of the pandemic on equitable access to higher education in two LMICs, Kenya and Nepal.…”

Section: Introductionmentioning

confidence: 99%

Equitable Access to Higher Education Learning and Assessment: Perspectives from Low-Resource Contexts

Dawadi,

Goshtasbpour,

Kukulska-Hulme

2024

Journal of Interactive Media in Education

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The Covid-19 pandemic forced higher education institutions to provide education online. Yet, little is known about students' and teachers' experiences of the shift in pedagogical modality in low-resource contexts. This study explored undergraduate students' and teachers' experiences of online education during the pandemic in Kenya and Nepal. Semi-structured interviews with students (n = 24) and teachers (n = 8) suggest that the pandemic further exacerbated existing inequalities. Furthermore, it affected the mental wellbeing of students; almost all reported heightened anxiety associated with their career prospects and learning. However, the findings also suggest that the pandemic created a conducive atmosphere to enhance digital literacy, and to foster peer support practices. Pedagogical implications of the study are highlighted in the context of promoting equity in future learning environments.

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Section: Introductionmentioning

confidence: 99%

Equitable Access to Higher Education Learning and Assessment: Perspectives from Low-Resource Contexts

Dawadi,

Goshtasbpour,

Kukulska-Hulme

2024

Journal of Interactive Media in Education

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“…But the case during the onset of the pandemic has been totally different. Martins, Tinga, Manjate, Sitoe, and Matusse (2021) stated that during the suspension of classes, students used a variety of platforms and faced constraints regarding access to the internet, as well as difficulties in adapting to the process. In the higher education sector, schools and universities have enabled digital and other technical set-ups which support whatever form of learning that they will most likely adopt.…”

Section: Introductionmentioning

confidence: 99%

Unleashing the inners strengths of University entrants

Cinco,

Honrales

2024

HCMCOUJS - SOCIAL SCIENCES

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This paper aimed to unleash the modular experiences of university freshmen during the onset of the Covid-19 pandemic. Using a transcendental phenomenological approach, the data were collected through individual phone interviews with fifteen university freshmen key informants analyzed through Colizzi’s seven steps in data analysis. Moreover, triangulation was also used, where transcripts were presented to the KIs in the form of a Focus Group Discussion. Student’s narratives revealed that university freshmen’s experience of learning in challenging times is not always ineffective learning. Waray-waray college students were able to experience struggles to finish a semester while juggling multiple roles at home and facing the reality of being less privileged, having inadequate learning resources, and being in a geographically challenged and disadvantaged areas were never considered to be a deterrent to finishing what they have started in a set-up new to them. Resilient learning led them to find meaning in their experiences in these trying times resulted to their strengthened desire to pursue schooling and to unleash their inner strength.

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Higher Education in Mozambique in the Post-pandemic: Lessons Learned and the Future of Education

Martins,

Manjate,

Tinga

2024

The Palgrave Handbook of Crisis Leadership in Higher Education

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Online learning during COVID-19 emergency– a descriptive study of university students experience in Mozambique

Cited by 3 publications

References 19 publications

Equitable Access to Higher Education Learning and Assessment: Perspectives from Low-Resource Contexts

Equitable Access to Higher Education Learning and Assessment: Perspectives from Low-Resource Contexts

Unleashing the inners strengths of University entrants

Higher Education in Mozambique in the Post-pandemic: Lessons Learned and the Future of Education

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