Student-Centered and ICT-Enabled Learning Models in Veterinarian Programs: What Changed with COVID-19?

Abstract

COVID-19 highlighted higher education’s resistance to implementing the student-centered and ICT (information and communication technology)-enabled learning practices as incentivized by the Bologna Declaration. ICTs were crucial to keep the students in educational programs during the outbreak; however, some students were left out, increasing socioeconomic differences, and many teachers needed the training to provide online lectures effectively. Despite those barriers, the current context could be an opportunity to invest in new teaching and learning practices. The main goal of this research is to analyze how teachers and students from veterinary programs in Portugal adapted to the digital environment, and perceive whether this change imposed by COVID-19 could provide teachers and higher institutions with new solutions to implement effective student-centered and ICT-enabled learning models. Results show that veterinary programs are based on student-centered practices by nature, but that the use of ICTs is still incipient. Teachers, students, and members from the Professional Order claim that the worst change brought by COVID-19 was the cancellation of hands-on sessions, impoverishing the students’ education during the time of mandatory confinement. Actors say that it is important to invest in innovative teaching and learning practices enabled by ICTs in the future.

Obstacles to Applying Electronic Exams amidst the COVID-19 Pandemic: An Exploratory Study in the Palestinian Universities in Gaza

“…Results concerning student perceptions, attitudes, and barriers, therefore, show considerable variation, depending on the context. For instance, Gonçalves and Capucha [14] analyzed how teachers and students from Portugal adapted to the digital environment using information and communication technology (ICT) models and identified the changes imposed by COVID-19 on educational institutions members (teachers and students). They found that teachers and students expressed that the worst change brought by COVID-19 was the cancellation of normal (classroom) sessions, disturbing the students' education during the pandemic [14].…”

“…For instance, Gonçalves and Capucha [14] analyzed how teachers and students from Portugal adapted to the digital environment using information and communication technology (ICT) models and identified the changes imposed by COVID-19 on educational institutions members (teachers and students). They found that teachers and students expressed that the worst change brought by COVID-19 was the cancellation of normal (classroom) sessions, disturbing the students' education during the pandemic [14]. By contrast, studies in Saudi Arabia [68] and Bahrain [76] show student satisfaction with electronic examinations, as well as technical capacity to adapt to constraints imposed by the pandemic.…”

Designing an Accounting Course Module on Cost Allocation: Pedagogical and Didactical Considerations from a Norwegian Perspective

“…This issue is likely to have been even more aggravated in light of the COVID-19 outbreak that confronts us today. Not surprisingly, therefore, there is an evolving body of knowledge geared toward gauging the impacts of the COVID-19 on higher education worldwide [31,32,[43][44][45][46][47][48][49]. As shown in this paper, information and communication technology can offer a host of viable solutions to numerous problems and challenges.…”

Algoritma K-Means untuk Mengukur Kepuasan Mahasiswa Menggunakan E-Learning

“…Nilai kepuasan yang cukup tinggi tersebut sejalan dengan penelitian [29] yang mengungkapkan efektifitas perangkat daring memberikan kepuasan peserta didik. Penelitian inin sekaligus memberikan kontra terhadap apa yang diteliti oleh [30], [31] yang menegaskan bahwa kepuasan mahasiswa tidak hanya dipengaruhi oleh perangkat dan aplikasi, lebih jauh dari itu adalah mereka menekankan pada aspek psikologis mahasiswa pada masa pandemi.…”