The COVID-19 pandemic significantly disrupted traditional methods of teaching and learning within higher education. But what remained when the pandemic passed? While the majority of the literature explores the shifts during the pandemic, with much speculation about post-pandemic futures, a clear understanding of lasting implications remains elusive. To illuminate this knowledge gap, our study contrasts pedagogical practices in matched courses from the pre-pandemic year (2019) to the post-pandemic phase (2022/2023). We also investigate the factors influencing these changes and the perceptions of academics on these shifts. Data were gathered from academics in a large comprehensive Australian university of varying disciplines through a mixed-methods approach, collecting 67 survey responses and conducting 21 interviews. Findings indicate a notable increase in online learning activities, authentic and scaffolded assessments, and online unsupervised exams post-pandemic. These changes were primarily driven by university-guided adaptations, time and workload pressures, continued COVID-19 challenges, local leadership, an individual desire to innovate, and concerns about academic integrity. While most changes were seen as favourable by academics, perceptions were less positive concerning online examinations. These findings illuminate the enduring effects of the pandemic on higher education, suggesting longer-term implications than previous studies conducted during the acute phase of the pandemic.
As the number of universities (including my own) announce covid-19 plans that include requiring all classes finish out their terms online, I’m imagining an increasing number of college instru…
When Arizona State University shifted the whole student body to online learning during its COVID-19 campus closure, it had an advantage: Lessons learned by EdPlus and ASU Online. In this interview, EdPlus CEO Phil Regier shares the pain and the promise of digital education at distance.
We are in the midst of the most sweeping education experiment in history. The coronavirus pandemic has forced the majority of the U.S.’s 3.6 million educators to find ways to teach without what most of them consider the core part of their craft—the daily face-to-face interactions that help them elicit a child’s burning desire to investigate something; detect confusion or a lack of engagement; and find the right approach, based on a student’s body language and participation in the classroom, to help students work through their challenges.
The good news is that this is happening at the end of the school year, after teachers have had opportunities to build relationships with their students. And in the past few decades, many educators have been experimenting with some promising technology-enabled approaches, sometimes called “hybrid,” or “personalized learning” models—essentially, a mix of in-person and online learning.
Well-planned online learning experiences are meaningfully different from courses offered online in response to a crisis or disaster. Colleges and universities working to maintain instruction during the COVID-19 pandemic should understand those differences when evaluating this emergency remote teaching.
Dr. Bethany Simunich, Director of Research and Innovation for Quality Matters, explains how the Higher Ed. and K-12 checklists can assist instructors as a job aid when moving to remote instruction in an emergency. Taking the student perspective is the cornerstone of creating a learning environment to support student success when changing modalities during a crisis.
Pre-pandemic, there was already widespread acknowledgement that the traditional higher education business model is seriously challenged. Fall 2020 marks a clear inflection point as students, educators, and government leaders alike scrutinize the price and value proposition of higher education through the new lens of traditional classroom versus multiple modes of digital delivery. What’s more, machine learning, SMS messaging, and AI are having a growing impact in optimizing student services and support. These technological developments make it imperative for college leaders and the policymakers who govern them to make digital transformation and technology a much more central strategic priority, especially when it comes to their core businesses: learning and credentialing. This school year marks a major inflection point for America’s colleges and universities. Which institutions will seize the moment to transform, and which ones will be left behind?
At San José State University, students are back. But virtual classes are not going away. The trend toward online teaching, fueled by covid concerns, appears to be making deeper headway in higher education.
Victorian universities have indicated online learning will be part of their future strategy going and, while it has advantages for students wanting to live in the country, support services say face-to-face experiences are vital.
As more and more colleges and universities have shut down their campuses to curb the spread of COVID-19, education technology companies have stepped forward to help move student learning to the virtual realm.
For many students, the Covid-19-driven online learning experiment has so far fallen flat, with seven out of ten rating their online courses as worse than the in-person classes in which they were initially enrolled. But, when it comes to learning, not everything online is created equal.
Learn how to teach online in this free teaching course designed to help educators teach and support their students online in response to the COVID-19 pandemic.
Gamification and educational video game use increased rapidly during the pandemic. Teachers everywhere had to find ways of delivering instruction online and find other methods to engage and motivate students to keep learning. Several teachers across the globe identified that games such as Assassin's Creed: Origins, Roblox, Minecraft, and Dreams provided students with opportunities to exploit their creativity, be exposed to historical events, and implement cross-curricular material and present products representing their learning. This technology has aided teachers in widening their instructional horizons while helping promote students' learning.
New York City’s 75,000 public school educators are facing a challenge unlike anything in their careers. For students to avoid permanent setbacks, the success of remote learning is critical.
Dr Lee said 5000 TAFE teachers would be upskilled in online delivery of their courses by distance education. As many as 1200 courses offered through TAFE will be delivered online.
"We want to make sure we are doing everything we can to avoid transmission of the virus," Dr Lee said. "We need to upskill 6000 full-time equivalent staff in online course delivery."
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