Transitioning from Pandemic to Endemic Pedagogy: Redesigning Teaching and Learning

Abstract

COVID-19 was declared a pandemic by the World Health Organization in 2020. A year later, we consider the shift and accept the necessity of continually re-imagining blended learning for life and work in the wake of COVID-19. This paper offers strategies initiated in teaching and learning at Middle East College, Muscat, Sultanate of Oman, during and post-pandemic. This research also shows how these changes have affected students' learning. It involved three stages of Practise: Surviving during the pandemic without compromising on any loss of education, managing continuity, and accelerating the education system by using the opportunity. All students registered in the Civil Engineering Programme in the Spring 2020, Spring 2021, and Spring 2022 semesters were involved in this study. The teaching and learning practise was evaluated utilising quantitative and qualitative methods. The quantitative method involved the students' performance in the assessment and findings from the survey. The qualitative method includes online analysis of students' feedback through Blitz Survey and Module Evaluation Survey (MES) by the Quality Assurance Office (QAO). The results indicated the approach adopted was quite effective in enhancing students' learning. The findings support the intuition of teachers seeking to help their students become digitally fluent in creating better tools and methods to support effective blended teaching and learning.

Children’s Self-esteem Crisis During Indonesian Post-pandemic

“…The Indonesian government began implementing a hybrid learning policy while still implementing strict health protocols during the transition Children still do not get a regular learning and social environment during this transition and recovery. Thus, in addition to uncompromising health protocol services, recovery from various traumas children face during the pandemic is needed for child welfare [48][49][50][51].…”

Preliminary Results from a Work in Progress Assessing Student Perceptions of the Benefits of Continuing HyFlex Course Format Beyond the COVID-19 Pandemic

“…While this report cited allowing student choice, accommodating for illness and quarantine, and flexibility if the university switched from open to closed campus as reasons for adopting HyFlex format, student perceptions were not included [11]. In another study examining the entire student body of a civil engineering program in the spring semesters of 2020, 2021, and 2022, which had online, online, and blended formats respectively, it was found that overall student rankings of the program dropped to 3.8 out of 5 in the spring semester of 2020, then rose to 4.1 for the two following academic years, while satisfaction with the teacher and teaching materials rose each year [12]. Again, more detailed analysis of student perceptions was not included [12].…”

“…The previously mentioned study involving freshman mathematics students found that grades were significantly higher for female students from underrepresented minority groups taking the course in virtual format and were not significantly different for all other groups [9]. The civil engineering program study found that performance varied by level, with scores of level 1 students decreasing over the three years of the study and scores for level 3 students increasing over that same time interval [12]. Another study examined the relationships between attendance mode, student personality traits, and academic integrity [13].…”