Scientific Review and Annotated Bibliography of Teaching in Higher Education Academies on Online Learning: Adapting to the COVID-19 Pandemic

Abstract

Since COVID-19 first appeared, e-learning has become more and more common. In order to understand gender disparities in e-learners’ self-efficacy, satisfaction, motivation, attitude, and performance globally, this study will look at these variables. Many educational institutions have been forced to close due to the sudden COVID-19 outbreak, and many students have been forced to stay at home and take online courses. With the recent COVID-19 pandemic underway, there were challenges with STEM (Science Technology Engineering and Mathematics) modules and other teaching contents due to practical laboratory sessions and workshops required. Thus, the need to understand teaching style, online learning and its role in promoting a variety of desirable academic outcomes, such as increased achievement and decreased dropout rates, as well as various well-being and life outcomes, has advanced significantly. In this paper, the scientific review on teaching in Higher Education Academies (HEA) for online learning is presented with their frontiers towards sustainable education. The current work also gives an annotated bibliography that aims to consolidate and synthesise the literature on student engagement, online learning, social media, and teacher learning/training. Some conclusions and recommendations were also made on the study.

Systematic Review and Annotated Bibliography on Teaching in Higher Education Academies (HEAs) via Group Learning to Adapt with COVID-19

“…It should be noted that group meetings were shunned by the World Health Organisation (WHO), schools were closed during the COVID19 outbreak globally, and there were national lockdowns which led to fewer peer-to-peer interactions physically. Due to the recent COVID19 pandemic, which has seen social distancing rules involving remaining 2 m apart and the use of nose masks and hand sanitizers, there has been an increase in online learning as presented in another study [67]. Hence, the publications dropped from eight publications in 2019 to six publications in 2020 and remained as six publications in 2021, and slightly dropped to five publications in mid-2022.…”

“…Our entire educational system and organisational structure had to change to entirely remote communication and online learning as a result of COVID-19 [63][64][65][66]. An earlier part of this annotated bibliography has been conducted on online learning as a teaching style [67]. However, there is the need to consider group learning in HEAs.…”

The relationship between perceived learning, academic performance and academic engagement in virtual education for university students

“…Online learning systems provide the benefit of asynchronous learning which is accessible anytime from anywhere while traditional classrooms limit activities to a physical setting (Habib, Haider, Suleman, Akmal, & Khan, 2022). This shift became particularly relevant during the last two years when higher education institutions widely adopted virtual courses to meet the needs of students during the pandemic (Amaechi, Amaechi, Oyetunji, & Kgosiemang, 2022). Given the circumstances, emergency e-learning focused on delivering rapid and reliable instruction rather than attempting to replicate a complete educational ecosystem adapting to the challenges and constraints imposed by the situation (Hodges, Moore, Lockee, Trust, & Bond, 2020).…”

Strategies for Online-education Model for Project and Laboratory-based Assessment in Environmental Monitoring and Analysis Course

“…To assure the ongoing process of teaching, learning, and assessment, several universities have transitioned from traditional face-to-face techniques to online ones. Now is the moment to apply flexible learning in higher education, where a learner-centered approach with multiple options is provided to students, allowing them to assume greater responsibility for their own learning [1,2].…”