The COVID-19 pandemic: when e-learning becomes mandatory not complementary

Akour, Mohammed; Alenezi, Mamdouh; Sghaier, Hiba Al; Shboul, Yazan Al

doi:10.1504/ijtel.2021.118003

Cited by 9 publications

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The field of education has not been the exception, making room for new and varied forms of non-face-to-face education such as virtual education [1] and face-to-face education through electronic learning (elearning). Learning during the COVID-19 outbreak has gone from a complementary methodology to a mandatory model [2,3] in education, becoming a challenge in many institutions due to the short time to adapt to the pedagogical process, added to the technical, academic, and communication difficulties caused by the pandemic [4]. In this sense, educational and business institutions must improve and ensure the quality of their service to achieve a competitive advantage by providing value to students and society as a beneficiary.…”

Section: Introductionmentioning

confidence: 99%

Quality Assurance in E-Learning: A Proposal from Accessibility to Sustainability

et al. 2022

View full text Add to dashboard Cite

Given the importance of developing and offering accessible education for all, indispensable aspects of education for sustainable development (ESD) are needed. This study addresses that need by proposing a quality self-assessment for virtual education from an accessibility perspective. This proposal is based on previous literature about quality assurance in e-learning that considered accessibility and its application in the field of higher education. The bibliographic review was conducted by following Multivocal Literature Review (MLR) guidelines. The initial search returned 999 items from 5 academic databases and 32,200 professional sources from Google. After reviewing the sources, 37 of them were included. Then, the accessibility criteria were identified and integrated into an evaluation model. Such a model is divided into four dimensions: (1) organization, (2) student body, (3) teaching, and (4) infrastructure. The model also includes a set of standards (16), requirements (48), and evidence (63) that apply to each dimension. Moreover, self-assessment guidelines for accessible virtual education were proposed. They included a conceptual and theoretical framework, a self-assessment model, and a methodology for applying the model. The methodology included five phases: planning, model tuning or refinement of the model, evaluation, results, and continuous improvement. As future work, the implementation and validation of the guidelines will be carried out.

show abstract

Section: Introductionmentioning

confidence: 99%

Quality Assurance in E-Learning: A Proposal from Accessibility to Sustainability

et al. 2022

View full text Add to dashboard Cite

show abstract

“…Akour et al [13] has tried to examine the students' attitude and understanding of elearning process. In two countries; Saudi Arabia and Jordan, the attitudes of students from four universities are investigated.…”

Section: Related Workmentioning

confidence: 99%

E-Learning and Blended Learning Methodologies Used in Universities During and After COVID-19

Ghazal

Alian

Alkhawaldeh³

2022

Int. J. Interact. Mob. Technol.

View full text Add to dashboard Cite

As a response to the COVID-19 pandemic, various e-learning platforms are being used in different universities. E-learning platforms such as Microsoft Teams, Zoom, Moodle, Google Classroom provides different features that may be helpful during the pandemic. In this research, the number of registered students, the activities held on e-learning platforms before, during, and after the pandemic are compared in Hashemite University as a case study. The analysis shows that the interaction between students and their lecturers has increased by more than 90% across all platforms at the Hashemite University during the pandemic. However, it has increased by 64% with the Moodle platform. The effect of three learning methods; face-to-face, blended, and online learning is examined and the preference of students investigated with courses’ categories such as remedial materials, collage requirements, specialization materials, and free materials. The students preferred online learning for remedial and free materials, with percentage values of 75% and 57%, respectively, but face-to-face learning is chosen for collage requirements and specialization materials, with percentage values of 54% and 78%, respectively.

show abstract

“…Institutions have undergone several significant changes recently due to societal and technological tendencies toward modernization. As with past industrial revolutions, the digital requires significant adaptation in every industry [1][2][3]. The current fundamental change in which technology is regarded as a dynamic and linked environment that encourages digital learning is related to institutions' adoption of technological advances [4].…”

Section: Introductionmentioning

confidence: 99%

“…All educators and decision-makers in higher education were closely observing the need for digital transformation in higher education, especially after the COVID-19 pandemic [3,9,10]. In this research paper, we try to investigate the main opportunities and challenges of adopting digital education.…”

Section: Introductionmentioning

confidence: 99%

The Need of Integrating Digital Education in Higher Education: Challenges and Opportunities

2023

Self Cite

View full text Add to dashboard Cite

Although it existed in a few different forms earlier, digital education is essentially a modern invention. It is the digitalization of a segment of the educational system. This article attempts to offer insightful thoughts on the future potential and difficulties of information and communication technology (ICT) and digital education as they relate to adopting the most recent technological advancements in the digital era and extensive online open courses. With the development of internet technology, we have observed a significant shift in how we communicate and collaborate among academics. The digital revolution encouraged unrestricted access to information on a global scale. Today’s classrooms are equipped with a wealth of ICT tools, and almost all instructors have made significant progress in integrating digital technology to improve students’ access to information and cooperative learning opportunities. The higher education system must seek to utilize the power of ICT to be competitive and provide high-quality education as a consequence of digital transformation, disruptive technological innovations, and accelerated change. To accomplish these ambitions, this paper describes some challenges that higher education encounters, as well as technological resources and methodologies they have used in the current scenario to transform higher education to adopt digital transformation. The paper aims to synthesize considerable insights that can be applied to the digitalization of higher education in the current and near future.

show abstract

The COVID-19 pandemic: when e-learning becomes mandatory not complementary

Cited by 9 publications

References 0 publications

Quality Assurance in E-Learning: A Proposal from Accessibility to Sustainability

Quality Assurance in E-Learning: A Proposal from Accessibility to Sustainability

E-Learning and Blended Learning Methodologies Used in Universities During and After COVID-19

The Need of Integrating Digital Education in Higher Education: Challenges and Opportunities

Contact Info

Product

Resources

About