Perception Over E-Learning Tools in Higher Education: Comparative Study Romania and Moldova

Dospinescu, Octavian; Dospinescu, Nicoleta

doi:10.24818/ie2020.02.01

Cited by 23 publications

(17 citation statements)

References 9 publications

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“…The present study comes to enrich the body of research conducted to evaluate the impact of the emergency elearning imposed by the Covid-19 pandemic on students worldwide (Edelhauser and Lupu-Dima, 2020 Nur Agung, Surtikanti and Quinones, 2020;Odriozola-González et al, 2020;Adnan et al, 2020;Bączek et al, 2021;Calhoun et al, 2020;Iyer, Aziz and Ojcius, 2020;Kapasia et al, 2020;Lovrić et al, 2020;Al Rawashdeh et al, 2021) and in Romania (Tartavulea et al, 2020;Dospinescu et al 2020;Stavre and Ilie-Prica, 2020;Obrad, 2020). Furthermore, the research brings added value because it employs both quantitative and qualitative research methods and is conducted in two different stages of the emergency e-learning process: at the beginning (April-May 2020) and after over a year of online learning (March-April 2021).…”

Section: Methodsmentioning

confidence: 99%

Exploring Romanian Engineering Students’ Perceptions of Covid-19 Emergency e-Learning Situation. A Mixed-Method Case Study

Alexa

Avasilcăi

Pîslaru

et al. 2022

EJEL

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The Covid-19 pandemic is the most disturbing event in the lifetime of most of our planet’s citizens. The lockdown measures directly impacted many areas of our lives, including the educational sector, because locking down countries meant implicitly locking down the educational system. Moreover, what was first considered a temporary solution for an extraordinary situation began to look more and more like a medium to long-term general rule. Nevertheless, the questions are: are we all ready to move the entire educational process online and fully understand the challenges and implications for all stakeholders involved? This two-part research aims to provide some answers to these questions by identifying and analyzing the perceptions of Romanian engineering students enrolled at “Gheorghe Asachi” Technical University of Iasi (TUIASI) regarding the changes registered in the past year once the emergency e-learning situation started. The first part of the research was conducted between April and May 2020 through an online survey among 134 engineering students. It aimed at identifying the students’ perception of the online learning systems provided by their university, considering the significant speed with which changes were imposed. In addition, this research phase focused on students’ access to resources and knowledge to use and integrate online learning into their study routine. The second part of the research was carried out after almost a year of e-learning between March and April 2021 and consisted of six online focus groups with 36 students and aimed at identifying the main advantages and challenges students experience throughout the online educational process. The research revealed that although students are digital natives, they still have difficulties harnessing e-learning’s advantages and integrating them into their study routine. Another significant aspect refers to the changing role of the professor perceived not only as an instructor but as a mentor during a time of crisis. The study results can offer higher education institutions insight and valuable information that can be used in designing and implementing online and hybrid activities and classes that better fit the students’ needs and expectations in terms of e-learning.

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Section: Methodsmentioning

confidence: 99%

Exploring Romanian Engineering Students’ Perceptions of Covid-19 Emergency e-Learning Situation. A Mixed-Method Case Study

Alexa

Avasilcăi

Pîslaru

et al. 2022

EJEL

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“…Secondly, the study identified the significance and the possibility of using gamified applications as a potential novel method to increase the efficiency of disaster education. As discussed in the paper, gamification attracts community attention through extrinsic elements and introduces motivational elements in a gaming environment, while indirectly transferring knowledge to the players [22,[96][97][98]. As Australia is frequently exposed to bushfires, such an approach would further reduce community vulnerability by strengthening it through adequate knowledge [99][100][101].…”

Section: Discussionmentioning

confidence: 99%

Gamifying Community Education for Enhanced Disaster Resilience: An Effectiveness Testing Study from Australia

2022

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Providing convenient and effective online education is important for the public to be better prepared for disaster events. Nonetheless, the effectiveness of such education is questionable due to the limited use of online tools and platforms, which also results in narrow community outreach. Correspondingly, understanding public perceptions of disaster education methods and experiences for the adoption of novel methods is critical, but this is an understudied area of research. The aim of this study is to understand public perceptions towards online disaster education practices for disaster preparedness and evaluate the effectiveness of the gamification method in increasing public awareness. This study utilizes social media analytics and conducts a gamification exercise. The analysis involved Twitter posts (n = 13,683) related to the 2019–2020 Australian bushfires, and surveyed participants (n = 52) before and after experiencing a gamified application—i.e., STOP Disasters! The results revealed that: (a) The public satisfaction level is relatively low for traditional bushfire disaster education methods; (b) The study participants’ satisfaction level is relatively high for an online gamified application used for disaster education; and (c) The use of virtual and augmented reality was found to be promising for increasing the appeal of gamified applications, along with using a blended traditional and gamified approach.

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“…In conclusion, during the post-epidemic period, universities and colleges should strengthen international education cooperation and cultural exchanges with other universities, scientific research institutions, and international organizations; replace unilateral protection with the concept of cooperation; and replace scientific and technological blockades with academic exchanges, so as to make up for the damage caused by physical international immobility during the epidemic in terms of local internationalization [39][40][41][42][43][44]. This will lead to the international cooperation of higher education institutions towards the concept of "recognizing education and knowledge as global common interests" advocated by UNESCO and the concept of "community with a shared future for mankind", which assume a shared governmental responsibility for global education and maintains the ideal of multilateral and diverse cultural cooperation [45][46][47][48][49].…”

Section: Discussionmentioning

confidence: 99%

Stakeholders’ Perspectives on Implementing “Internationalization at Home” for China’s International Education Sustainability: Challenges and Strategies

Xue

2022

Sustainability

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The purpose of this study was to examine stakeholders’ perspectives on implementing “internationalization at home” for international education sustainability in China in the post-epidemic era. We conducted semi-structured interviews with 26 (12 male and 14 female) participants to explore their opinions on the challenges of and strategies for the implementation of “internationalization at home” in higher education institutions. It was found that an institutional international curriculum mechanism construction is needed. The cross-cultural teaching capacity of faculty members needs to be promoted. Funding resources and organizational guarantees need to be provided. International campus environments and cultures need to be built. The discussion and conclusions are provided in the last section.

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Perception Over E-Learning Tools in Higher Education: Comparative Study Romania and Moldova

Cited by 23 publications

References 9 publications

Exploring Romanian Engineering Students’ Perceptions of Covid-19 Emergency e-Learning Situation. A Mixed-Method Case Study

Exploring Romanian Engineering Students’ Perceptions of Covid-19 Emergency e-Learning Situation. A Mixed-Method Case Study

Gamifying Community Education for Enhanced Disaster Resilience: An Effectiveness Testing Study from Australia

Stakeholders’ Perspectives on Implementing “Internationalization at Home” for China’s International Education Sustainability: Challenges and Strategies

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