Potential for radical change in Higher Education learning spaces after the pandemic

Sutton, Michael J. D.; Jorge, Carlos Francisco Bitencourt

doi:10.37074/jalt.2020.3.1.20

Cited by 18 publications

(11 citation statements)

References 26 publications

(25 reference statements)

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“…Simulation also has a substantial role to play not only in learning practical skills such as laboratory learning and practicing simulated medical and dental procedures (Tabatabai, 2020). There is also considerable value in using simulations to reconsider work proximity, pedestrian traffic flow and building density with respect to education (Sutton and Jorge, 2020). Simulations that can be conducted at home, on a personal computer, have potential for helping people understand the nature of viral transmission and their individual role in minimizing it.…”

Section: Discussionmentioning

confidence: 99%

Simulation Agent-Based Model to Demonstrate the Transmission of COVID-19 and Effectiveness of Different Public Health Strategies

Wang

Xiong

Liu

et al. 2021

Front. Comput. Sci.

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COVID-19 has changed the world fundamentally since its outbreak in January 2020. Public health experts and administrations around the world suggested and implemented various intervention strategies to slow down the transmission of the virus. To illustrate to the general public how the virus is transmitted and how different intervention strategies can check the transmission, we built an agent-based model to simulate the transmission of the virus in the real world and demonstrate how to prevent its spread with public health strategies.

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Section: Discussionmentioning

confidence: 99%

Simulation Agent-Based Model to Demonstrate the Transmission of COVID-19 and Effectiveness of Different Public Health Strategies

Wang

Xiong

Liu

et al. 2021

Front. Comput. Sci.

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“…In the Spring 2020 semester, instructors coordinated massive efforts to adapt natural sciences courses to remote learning in response to COVID-19 restrictions (Sutton & Jorge, 2020). Nearly 1 year later, online and remote instruction are forecasted to remain dominant undergraduate teaching modalities at many U.S. universities (The College Crisis Initiative, 2020).…”

Section: Introductionmentioning

confidence: 99%

Practices and perceptions at the COVID‐19 transition in undergraduate animal science courses

Erickson

Wattiaux

2021

Natural Sciences Education

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The swift transition to remote learning in response to the COVID-19 pandemic presented substantial challenges for both students and instructors in post-secondary natural sciences education. To examine teaching practices and student engagement during the emergency remote learning in the Spring 2020 semester, we surveyed 10 instructors and 261 students in an animal and dairy sciences department at a large midwestern university. Instructors reported using a diversity of teaching practices. On average, students perceived high teaching presence and cognitive presence and moderate social presence during emergency remote learning. Student-reported educational experience differed substantially between courses and explained a significant amount of variance in student engagement and satisfaction outcomes (p < .001). Open-ended responses revealed beliefs and attributions about remote learning that shaped students' interpretations of educational experiences. Results support the validity of the Community of Inquiry (CoI) framework for assessing emergency remote learning and suggest future research on modulators of social presence.

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“…Studies across the globe report that, with the spread of COVID-19, countries in Africa, Asia, Europe, the Middle East, North America and South America have announced or implemented school and university closures and most universities have enforced localised closures (Viner et al, 2020). However, a scan through recent research reveals that the move to an online environment took place overnight, and that most HE institutions were totally unprepared (Sutton & Jorge, 2020). The sudden adoption of online teaching in response to challenges posed by COVID-19 brought one good thing: it demonstrated how poorly HE was prepared for a radical change in instructional delivery (Bao, 2020).…”

Section: Affiliationmentioning

confidence: 99%

Progress of an African student during COVID-19 and beyond in higher education: Re-colonisation of decolonisation?

Kgari-Masondo,

Chimbunde

2021

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Following the closure of educational institutions, after the outbreak of COVID-19 in December 2019, even though grossly unprepared, universities sent their students home and adopted the online teaching approach to continue with the education of their students. However, little was done to assist most African students who were living in the rural context and trying to shake off the constraints of colonisation. Using the decolonisation lens, this qualitative case study used the lecturers' personal experiences and observations from the South African and Zimbabwean higher education context to report on the educational progress of the African student during COVID-19. Discussions of the two lecturers who communicated via WhatsApp, telephone and email were thematically analysed to generate data. Findings suggest that while the online teaching was regarded as the only way forward in the middle of the COVID-19 pandemic, it had remnants of colonialism that hampered the progress of the African student; thereby derailing the decolonisation project. The study suggests the employment of Umuntu Akalahlwa pedagogy as it safeguards humanisation of all students to avert the re-colonisation of the decolonised. The rationale for this article is thus to contribute towards the need for Umuntu Akalahlwa pedagogy in higher education given the background of COVID-19 and the socioeconomic status of the African student.

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Potential for radical change in Higher Education learning spaces after the pandemic

Cited by 18 publications

References 26 publications

Simulation Agent-Based Model to Demonstrate the Transmission of COVID-19 and Effectiveness of Different Public Health Strategies

Simulation Agent-Based Model to Demonstrate the Transmission of COVID-19 and Effectiveness of Different Public Health Strategies

Practices and perceptions at the COVID‐19 transition in undergraduate animal science courses

Progress of an African student during COVID-19 and beyond in higher education: Re-colonisation of decolonisation?

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