During the last 10-11 months almost all countries have been fighting against the most terrible pandemic in the last 100 years. Many things have changed, among them, the teaching and learning process: how in your country and/or your institution have faced the difficulties, imposed by the pandemic to the HE sector? Has the Distance Education been a significant factor in looking for solutions?
A huge effort for everyone: students, parents and teachers.
Although distance education has been the solution for the of Covid19, there have been a lot of challenges here in Oman. We have an issue of the internet speed and connectivity. We have an issue of society culture. We have an issue with our readiness
Better for Developed countries not for developing and undeveloped countries. Online education is just formality for poor nations. I did survey on online education in HE. Very poor report. I will share it after publication.
Thanks@ Rey Segundo Guerrero-Proenza , Khalaf Al’Abr & Bozor Dzhumaevich Ulugov
Md Alimul Haque While I have to confess that I don't fully agree with you, I'll be expecting your publication and results of your survey.
BTW, from my point of view, the lack of resources can be overcome by means of applying methodological alternatives, considering combination of ICT tools, traditional ones and even some face-to-face activities, taking in account health recommendations, given by WHO.
Beyond doubt, on-line teaching -learning process is the only solution in this ongoing pandemic period and is most suitable for developed counties.This online education process can be made more effective through theo-prax approach . Presentation should include experimental videos, proper explanation, interpretation of data analysis, etc.and at home analysis of analytical data, diagrams, steps and exercises . The whole education process can be made more effective through available communication technologies with periodical evaluations of performances.
In my online teaching experiences, I have noticed little student intervention in the synchronous meetings. I have even detected that students join the online meetings but are not in class, as I ask questions of my online students and they do not answer. So this situation is a variable, which calls into question online learning.
Due to the pandemic we were obliged to rely on the Distance Education,without any preparation, we found ourselves suddenly involved in this modern teaching learning process ,so I think that this experience was not as successful as we would like to be. Thus,I suggest to the responsible on the HE Education to rethink the way this new experience was carried out,through preparing the stakholders to deal with elearning and devoting the required resources in matter of materials and equipment in order to reach the planned goals.
Discussion
Rey Segundo Guerrero-Proenza Khalaf Al’Abri Wilmer Lopez Md Alimul Haque D.P.S. RATHORE Thank you for your interesting views on this. I think it would be nice to learn more about more how HE teachers in distance education institutions fared in comparison to brick-and-mortar institutions. Also, if and why some countries were better prepared to switch teaching modes than others? Would you mind sharing some more of your experiences in our survey about Instructional Resilience in HE due to Covid19?
It takes about 15 minutes and can be found here:
https://phheidelberg.limequery.com/111272?lang=en
Thank you
Dear Prof. Guerrero-Proenza!
I live in Finland, so please find below the papers:
1) Jyrki Loima (2020). Socio-Educational Policies and Covid-19 -a Case Study on Finland and Sweden in the Spring 2020 , International Journal of Education & Literacy StudiesISSN: 2202-9478 Open access:
Preprint Socio-Educational Policies and Covid-19 -a Case Study on Fin...
2) Wiley: https://edservices.wiley.com/covid19-crisis-survey/
3) Yogesh K. Dwivedi et al. (2020).Impact of COVID-19 pandemic on information management research and practice: Transforming education, work and life, International Journal of Information Management Volume 55, December 2020:
Article Impact of COVID-19 pandemic on information management resear...
4) Marguerite J. Dennis (2020). The impact of COVID‐19 on the world economy and higher education, Enrollment Management Report Volume 24, Issue 9, December 2020, Open access:https://onlinelibrary.wiley.com/doi/10.1002/emt.30720
Yours sincerely, Bulcsu Szekely
Wilmer, I agree with what appears to be the disengagement of students in the online learning environment. I have noticed that more and more students are less likely to follow the established protocols for assignments or adhere to deadlines or due dates.
Reading and following directions seems to be in question as well. While many use social media and all those bells and whistles, there seems to be little transfer of knowledge when it comes to online learning and class management on the part of the students. Also, regardless of how much technology the students use daily when it comes to group assignments they still want to meet face to face and don't like the idea of not being able to see the people they are working with due to security and safety reasons. Wilmer, you mentioned miscellaneous people joining your class meetings, reducing the student's exposure helps to prevent this from happening! Not ideal but it does help with security and safety!
Dear Rey Segundo Guerrero-Proenza , good discussion. I also agree with what was said by Khalaf Al’Abri about the situation in Oman, keeping the proper proportions in Brazil, there are also similar problems as issues of connectivity and accessibility. All the more so if you take into account the continental dimensions of the nation's territory and the serious problems of social inequality. But there is clearly no concern for the president, who unfortunately is a denialist of science in creating conditions to reduce the problems of inequality, even if he could create programs with the major telecom operators to universalize access to the internet for public schools, we still have issues of teacher training to deal with the relationship between technologies and education, which took time for the necessary adaptations, but what will be done next year, since even with the vaccine it will not be available to the entire population yet . We will still have to deal with remote or hybrid teaching, without integrating multimedia into teacher training and education, we will still have a lot of problems. Like it was said Silvia Marcu , Doris Yates , Bulcsu Szekely , Joshua Weidlich , Wilmer Lopez , Hermann Gruenwald , Bozor Dzhumaevich Ulugov , D.P.S. RATHORE ,
I am thankful for having all the available technology - I can't imagine gow would we go on with educarion process without it, but...I miss the classroom and my students live.
It's a fact that not all students know how to deal with technologies, and most of them prefer face-to-face lessons. Students know how to communicate and socialize using social media applications like IG or TikTok, but they are not that good using Office, or uploading and attaching documents.
I spent the first two weeks explaining how the platform worked, making them note down their usernames and passwords (they kept forgetting them), and a long list of things that we may take for granted they know because they were born in a digital era.
Nowadays, following the government's restrictions, I am teaching with half the class in the classroom and the other half at home, following the lessons live via Teams. It's an exhausting experience that requires a lot of effort from the teacher, and I have come to realise that not all teachers are prepared for this kind of situation. It's also stressful, and you need to be able to manage your time wisely, as well as choose the type of activities you do very carefully so that everyone (in class and at home) feels included.
Some teachers are afraid of technology, others feel that their students don't learn anything, others just get stressed out just thinking about the fact that they need to teach using a technology tool, and there are instructors who think that giving lessons using technology means sending them a bunch of homework by e-mail.
In some ways the forced move to "distance education" has enabled us to accelerate a move towards the "flipped classroom" in which students consume prepared material individually and come together for "meaning making" through dialogue. One advantage of individual consumption is that students can learn at their own pace, stop and rewind in a way impossible with a real time lecture. This has benefits for interactivity, particularly for students whose first language is not the one the subject is taught in. Such "asynchronous" interaction allows those who (for whatever reason) process new information more slowly to still engage in online discussions. We have also been able to invite visiting experts for 20 minute guest Q&A sessions without the need for hours of travelling. Real time engagement stats from the LMS also enable us to see who is / is not participating and check in with those not to ensure they are ok.
But it is not all good. It is quite hard to speak to a screen full of anonymity and I also find that this reduces my fluidity when recording material. Students report problems with Internet connectivity due to infrastructure simply not built for the higher "contention" when everyone's online all the time. Students, like other workers are finding it harder to get on with work when the distinction between study time and social time becomes blurred by the lack of the boundary created by travelling and because social life is so disastrously curtailed. It is no surprise that this is impacting mental wellbeing. What I miss most is the ability to wander around and see how students in their teams are progressing with their coursework. We have embraced a lot of new technologies to provide the best possible learning experience, but it has been a steep learning curve and a straw poll suggests that delivering the same teaching takes 50%-75% more effort than the old ways and its is frustrating for us and confusing for students that no single platform delivers everything we need for teaching.
On balance though, I think that we are delivering a better learning experience even if the overall student experience is very much diminished.
Its quite challenging to implement the fully online learning in the minimum readiness of our society. But may be in the university level its easier to accept compare to the compulsory schools. However its limping in practice but distance education has play a big part in countinuing instuctional event.
Desde mi perspectiva, la experiencia no ha sido mala, pero aún creo que hay muchas cosas que mejorar y pensar un poco más en aquellas personas que realmente les resulta inviable una educación de este estilo. (España)
Pilar Carrera-Macarro En efecto, el factor de la "inclusividad" es clave, primero por elemental sentido de justicia y además, para que en realidad sea una alternativa de igual resultado. Pero precisamente la EaD, fundamentalmente la virtual, es buena en eso, en la flexibilidad. Por ella "no queda", ella tiene las alternativas, la responsabilidad es del sujeto.
https://www.researchgate.net/publication/345737698_Survey_on_general_awareness_mental_state_and_academic_difficulties_among_students_due_to_COVID-19_outbreak_in_the_western_regions_of_Uganda
A huge effort for everyone: students, parents and teachers.
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