The Relevance of Mobile and Distance Education: Developing and Advanced Approach to Learning

Gabelaia, Ioseb

doi:10.1007/978-3-030-44610-9_65

Cited by 1 publication

(1 citation statement)

References 7 publications

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“…“However, only now has it become a unique resource to satisfy the educational needs” ( Mukan and Lavrysh, 2020 , p. 109). It was not included under the frame of formal education until the spread of COVID-19 ( Harizan et al, 2016 ) because of manifold problems that need fixing ( Gabelaia, 2019 ). Those problems include isolation, limited interaction, technological limitations ( Nenko et al, 2020 ), the need to cater for an effective learning environment ( Boelens et al, 2017 ), high chances of distraction, lack of motivation ( Abbasi et al, 2020 ), inadequate digital fluency ( Agnoletto and Queiroz, 2020 ), and lack of validity and reliability demands associated with online-only assessment ( Kearns, 2012 ; Oncu and Cakir, 2011 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Priorities for reorienting traditional institutions of higher education toward online teaching and learning: Thinking beyond the COVID-19 experience

Sharadgah

Sa’di

2021

E-Learning and Digital Media

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The purpose of this study is to suggest priorities for reorienting traditional institutions of higher education (IHE) toward online teaching and learning beyond the COVID-19 experience. This research applied the qualitative research method. Data collection sources included both a systematic literature review relating to how COVID-19 informed online distance learning across the globe and an analysis of circulars germane to the pandemic that were issued by the Ministry of Education (MOE) in Saudi Arabia and by Prince Sattam bin Abdulaziz University (PSAU). Guided by those two types of data, that is, review of the literature in general and the MOE and PSAU circulars in particular, and also illuminated by their own experiences of online teaching during the lockdown, the researchers were able to put forward those priorities. For the systematic review of the literature, five steps were performed: (1) identifying search terms and developing and applying a search strategy; (2) screening the obtained research papers, removing duplicates and papers outside the focal point, and establishing inclusion/exclusion criteria; (3) assessing the research papers against the inclusion/exclusion criteria; (4) data extraction; and (5) data synthesis. Although this article does not suggest traditional IHE should go entirely digital, it highlights the need for IHE to ensure access to online learning content, develop more partnerships with community, develop online self-study skills, get students to shift from passive to active learning, and a need to reconsider current e-assessment. Additionally, the study emphasizes the need to provide additional support for faculty members, how university buildings should be gradually reopened, controlling factors influencing online learning outcomes, and addressing the issue of dropouts in IHE. Finally, the study underlines the need to add further emphasis to the importance of integrating blended learning in the university curriculum and navigating toward developing global distance learning programs.

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