Transitioning to E-Learning during the COVID-19 pandemic: How have Higher Education Institutions responded to the challenge?

Turnbull, Darren; Chugh, Ritesh; Luck, Jo

doi:10.1007/s10639-021-10633-w

Cited by 321 publications

(246 citation statements)

References 47 publications

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“…In Australia there was a greater dependence on Zoom whereas in Africa it was Moodle. Turnbull et al, (2021) identify two key technology tools that are described as in real time or synchronous (such as using Zoom) and asynchronous learning where the learning can be done in one's own time though the LMS or other means. The difference noted here is understandable due to cost factors.…”

Section: Discussionmentioning

confidence: 99%

“…Early literature highlights the main challenge being faced by students as their own mental attitude and mindset towards working from home during the self-isolation period (Bao, 2020). An extensive literature review on the transition to e-learning includes strategies for successful implementation, such as: supporting academics through training, creating online learning communities and an incorporation of extending more blended components to didactic models of face-to-face teaching (Turnbull, Chugh & Luck, 2021). Jang and Tsai (2013) refer to interrelated teaching knowledge: pedagogy, content and technology as a powerful tool for contemporary educators.…”

Section: Adapting To Online Learning and Teachingmentioning

confidence: 99%

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Across continents: A comparison of African and Australian academics' online preparedness

Singh

Watson

Nair³

2022

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The COVID-19 pandemic has disrupted higher education across the globe, in particular the shift from face-to-face teaching and assessment, as well as interaction with students. In 2020, an online survey was distributed to African and Australian higher education academics to gather insights into academics' transformation of educational practices during the early stages of the COVID-19 pandemic. In particular it focused on the effects on the quality of teaching, learning and assessment. The survey questions investigated the comparison of the use of teaching and assessment technologies prior to, and during the COVID-19 pandemic; academics' experiences with the sudden shift to workfrom-home (WFH) arrangements and quality assurance measures for digital technologies. The sample included 71 academics across 12 Australian universities/tertiary institutions and 278 academics across 21 African higher education institutions. This study identified that while many Australian academics had prior experience and training in online/blended delivery, African academics, despite not having formal training in digital pedagogy, rated themselves as more than average in their ability to adopt technology for the online environment, just as the Australian cohort had. The most effective online tools adopted during the crisis in the African region were Zoom and WhatsApp while in the Australian region the learning management system (LMS) was the most popular. The major factors that affected African and Australian students' ability to engage online included lack of access to connectivity and devices, technological competency and emotional and social factors. The results suggest that the predominant challenges faced by students as reported by academics across both continents in the "forced" remote work environment other than general anxiety about COVID-19 were social isolation (Aguilera-Hermida, 2020), connectivity for their students and the lack of a balanced work life (Kotteeswari & Sharief, 2014;Oliveira et al., 2021). This study has implications on institutions' readiness in terms of capacity building for academic staff, infrastructure and support during digital delivery of courses.

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Section: Discussionmentioning

confidence: 99%

Section: Adapting To Online Learning and Teachingmentioning

confidence: 99%

Across continents: A comparison of African and Australian academics' online preparedness

Singh

Watson

Nair³

2022

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“…Many modern institutions have shifted their services to a remote-based approach. The research community has also focused on the education industry and distance learning to find innovative and privacy-preserving solutions to this new reality [ 2 , 9 ].…”

Section: Literature Reviewmentioning

confidence: 99%

“…Many institutions are currently unable to perform examinations because of the pandemic, and the face-to-face teaching and learning process has been harmed. The current scenario is projected to last for some time, so it is critical to improve the learning process by establishing strategies with respect to online learning, preserving social distance, and, of course, the privacy of the data exchanged online by the various stakeholders [ 1 , 2 ]. Researchers have been focusing on the growth of distance education in recent years, but because of the COVID-19 pandemic, distance learning has become a critical task for the education system and the privacy related issues.…”

Section: Introductionmentioning

confidence: 99%

A Privacy-Preserved Variational-Autoencoder for DGA Identification in the Education Industry and Distance Learning

Zheng¹,

Yin²

2022

Computational Intelligence and Neuroscience

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One of the most insidious methods of bypassing security mechanisms in a modern information system is the domain generation algorithms (DGAs), which are used to disguise the identity of malware by periodically switching the domain name assigned to a command and control (C&C) server. Combating advanced techniques, such as DGAs, is an ongoing challenge that security organizations often need to work with and possibly share private data to train better and more up-to-date machine learning models. This logic raises serious concerns about data integrity, trade-related issues, and strict privacy protocols that must be adhered to. To address the concerns regarding the privacy and security of private data, we propose in this work a privacy-preserved variational-autoencoder to DGA combined with case studies from the education industry and distance learning, specifically because the recent pandemic has brought an explosive increase to remote learning. This is a system that, using the secured multi-party computation (SMPC) methodology, can successfully apply machine learning techniques, specifically the Siamese variational-autoencoder algorithm, on encrypted data and metadata. The method proposed for the first time in the literature facilitates learning specialized extraction functions of useful intermediate representations in complex deep learning architectures, producing improved training stability, high generalization performance, and remarkable categorization accuracy.

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“…In such uncertain circumstances, teachers had to quickly adapt to drastically shifting teaching environments, which most often demanded a shift to teaching methods suitable for remote instruction. Further, the unexpected transition to online teaching caused several challenges related to emotional, technical, and pedagogical issues for EFL teachers (e.g., Sundarwati & Pahlevi, 2021;Turnbull et al, 2021). EFL teachers also reported their inevitable difficulties and frustrations with the changeover (e.g., Farrell, 2021;Ghanbari & Nowroozi, 2021).…”

Section: Introductionmentioning

confidence: 99%

An Exploratory Study of a Korean EFL Teacher’s Identity Shift during the Pandemic

Jang¹

2022

WJEL

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Since the outbreak of COVID-19, language teachers have been asked to rapidly react and adapt to constantly changing teaching environments in order to understand their students’ needs in L2 learning and make judgments in conditions of uncertainty. The COVID-19 outbreak has highlighted the need to understand how teachers’ identities evolve during such difficult times and situations. In response to this need, this study reports the findings from my qualitative case study on a Korean English teacher’s identity shift. Drawing upon Foucault’s (1983) notion of ethical self-formation, I examined how the Korean English teacher negotiated and developed her identity to adjust to drastically changing working environments as she weighted the benefits and challenges of online and offline education, particularly for novice Korean EFL learners. Data were collected through various sources from an experienced Korean English teacher, called Anna, at a regional foreign language center in South Korea over the course of two years. Due to the pandemic, she had to make the transition from offline to online teaching. Further, her center closed one year after the outbreak of the pandemic, and she was reassigned as a travelling teacher in a multi-school program for underachieving English students. The findings reveal that Anna became more agentive in searching for and utilizing multiple resources for teaching, showing her reflective and action-oriented practices to involve in ethical, practiced, and productive identity work (Miller, Morgan, & Medina, 2017). The findings contribute to expanding our understanding of the transformative potentials of language teachers’ identity.

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Transitioning to E-Learning during the COVID-19 pandemic: How have Higher Education Institutions responded to the challenge?

Cited by 321 publications

References 47 publications

Across continents: A comparison of African and Australian academics' online preparedness

Across continents: A comparison of African and Australian academics' online preparedness

A Privacy-Preserved Variational-Autoencoder for DGA Identification in the Education Industry and Distance Learning

An Exploratory Study of a Korean EFL Teacher’s Identity Shift during the Pandemic

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