Reshaping Higher Education for a Post-COVID-19 World: Lessons Learned and Moving Forward

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Higher Education".

Deadline for manuscript submissions: closed (31 December 2022) | Viewed by 74445

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Special Issue Editor

Special Issue Information

Dear Colleagues, 

The rapid emergence of COVID-19 presented unprecedented challenges to the education sector. COVID-19 caused the full or partial closing of schools and universities, and the cancellation of face-to-face activities in most parts of the world. To conduct business as usual, many higher education providers have taken steps towards digital transformation, and have moved to online or hybrid learning and teaching delivery.

This Special Issue will provide timely research on the impact of COVID-19 on education systems, including the lessons learned, and will cover original articles and review articles. It seeks to unite scholars, educators, policymakers and practitioners to collectively and critically identify, investigate and share the best practices that lead to rethinking and reframing the way we deliver education in the future.

Prof. Dr. Kelum A.A. Gamage
Guest Editor

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Published Papers (18 papers)

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Research

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11 pages, 238 KiB  
Article
Caught in the Middle—Experiences of Student Peer Mentors in Nursing Education: A Qualitative Study
by Sara Rivenes Lafontan, Peter Forde Hougaard, Unni Knutstad, Kari Toverud Jensen and Heidi Jerpseth
Educ. Sci. 2023, 13(3), 323; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci13030323 - 22 Mar 2023
Viewed by 1542
Abstract
The use of digital and remote teaching has expanded in higher education and reached a peak during the COVID-19 pandemic. Reducing the social component of the learning process may increase students’ isolation, loneliness, and dropout rates. This study aimed to investigate the experiences [...] Read more.
The use of digital and remote teaching has expanded in higher education and reached a peak during the COVID-19 pandemic. Reducing the social component of the learning process may increase students’ isolation, loneliness, and dropout rates. This study aimed to investigate the experiences of student peer mentors who participated in a mentoring program that was implemented to increase student well-being and prevent dropping out among first-year Bachelor of Nursing students at a university in Norway during the COVID-19 pandemic. Eleven semi-structured interviews were carried out with student peer mentors. Using a thematic analysis, four themes were identified: being someone who can ease the transition, defining roles and boundaries, developing communication strategies, and developing their own professional competence. Knowing how difficult the transition to higher education was and being a student during the COVID-19 pandemic made it challenging for the mentors to set boundaries. It was also challenging to develop effective ways to communicate with the first-year students. Being a mentor was considered beneficial for developing professional skills such as empathy and communication and to gain self-confidence. There is a need for more knowledge about how to support mentors in clarifying the peer mentoring role, setting boundaries, and coping with the emotional labor involved in peer mentoring. Full article
13 pages, 252 KiB  
Article
Contextual Changes and Shifts in Pedagogical Paradigms: Post-COVID-19 Blended Learning as a Negotiation Space in Teacher Education
by Liat Biberman-Shalev, Orit Broza and Nurit Chamo
Educ. Sci. 2023, 13(3), 275; https://doi.org/10.3390/educsci13030275 - 04 Mar 2023
Cited by 4 | Viewed by 1421
Abstract
This study investigates a post-COVID-19 curricular change in the blended learning (BL) academic timetable of a teacher education college where, pre-COVID-19, most academic courses were taught face-to-face (F2F) on campus. At present, the meetings are F2F for three weeks, followed by a week [...] Read more.
This study investigates a post-COVID-19 curricular change in the blended learning (BL) academic timetable of a teacher education college where, pre-COVID-19, most academic courses were taught face-to-face (F2F) on campus. At present, the meetings are F2F for three weeks, followed by a week of remote learning, combining synchronous and asynchronous pedagogies. This study explores these two aspects of the online component and the considerations for their implementation. In a mixed-method approach, the data were collected using a closed questionnaire and two focus groups involving 76 lecturers and 553 students altogether. Of the wide range of pedagogies identified, the highest success rating was accorded to synchronous frontal lectures via Zoom by the students and to integrating MOOCs, YouTube, and Podcasts by the lecturers. Moreover, compared to the lecturers, the students rated the success of asynchronous self-directed learning considerably higher. Qualitative analysis revealed that pedagogies slated for the online module were frequently negotiated between students and teachers. Findings suggest that a structural change in the curriculum could be a first step in rethinking pedagogies in the post-COVID-19 education arena. The next step should focus on narrowing the gap between lecturers’ and students’ perceptions regarding the success of the various pedagogies. Full article
17 pages, 1912 KiB  
Article
Effects of COVID-19 Pandemic on Students’ Written Outcomes: An Interior Architecture Research/Theory Module Case Study in the UK
by Begüm Ulusoy
Educ. Sci. 2023, 13(1), 71; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci13010071 - 10 Jan 2023
Cited by 3 | Viewed by 1617
Abstract
Different learning methods (online, blended, blended-online and face-to-face) have been examined widely since the late 1990s. Although many design studies discuss engagement with these new methods in relation to studio modules, research/theory modules have not been investigated yet for interior architecture with both [...] Read more.
Different learning methods (online, blended, blended-online and face-to-face) have been examined widely since the late 1990s. Although many design studies discuss engagement with these new methods in relation to studio modules, research/theory modules have not been investigated yet for interior architecture with both qualitative and quantitative data as a holistic approach. This study reveals how the new blended online learning method and the COVID-19 pandemic affected students’ written outcomes in a research/theory module that accompanied their design module. For this purpose, the final written submissions of two year groups (2019–2020 vs. 2020–2021) are compared with both qualitative and quantitative analyses: their grades (performance), image (visual productivity) and reference (engagement with research) numbers and NVivo word count analyses (semantic analyses). The results show no significant difference between these two groups for both qualitative and quantitative analyses. Moreover, the study reveals that the numbers of images and references are good predictors for the grades of final-year students, thus showing their contribution to overall performance. Final-year research/theory modules in interior architecture might therefore be taught with blended online learning methods and can challenge, innovate and tailor studio teaching to contemporary needs. The study findings will be beneficial for educators and professionals, as well as managers, institution administrators, policymakers and decision-holders in HE who aim to employ blended online learning. Full article
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13 pages, 884 KiB  
Article
Online and Hybrid Teaching and Learning: Enhance Effective Student Engagement and Experience
by Kelum A. A. Gamage, Achini Gamage and Shyama C. P. Dehideniya
Educ. Sci. 2022, 12(10), 651; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12100651 - 26 Sep 2022
Cited by 15 | Viewed by 8619
Abstract
The COVID-19 pandemic has had an unprecedented impact on the global higher education system, where many universities have adapted to online and hybrid teaching and learning. They continue with some activities on campus, particularly laboratory-based teaching, but some content is delivered remotely. Significant [...] Read more.
The COVID-19 pandemic has had an unprecedented impact on the global higher education system, where many universities have adapted to online and hybrid teaching and learning. They continue with some activities on campus, particularly laboratory-based teaching, but some content is delivered remotely. Significant adjustment to traditional face-to-face student engagement activities is crucial for the success of online and hybrid teaching and learning. This paper investigates the student engagement and experience in these environments. Engaged students are more likely to reach their full potential academically, and this paper identifies the areas for enhancement to student engagement activities. A survey was conducted (in Sri Lanka) to identify students’ perceptions of engaging in activities during online and hybrid delivery. The results of the study illustrate a significant student engagement in learning whereas a pessimistic perception towards the transition to a completely online setting. Full article
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14 pages, 289 KiB  
Article
STEM Faculty’s Support of Togetherness during Mandated Separation: Accommodations, Caring, Crisis Management, and Powerlessness
by Ian Thacker, Viviane Seyranian, Alex Madva and Paul Beardsley
Educ. Sci. 2022, 12(9), 632; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12090632 - 18 Sep 2022
Cited by 2 | Viewed by 1260
Abstract
The emergence of the COVID-19 pandemic initiated major disruptions to higher education systems. Physical spaces that previously supported interpersonal interaction and community were abruptly inactivated, and faculty largely took on the responsibility of accommodating classroom structures in rapidly changing situations. This study employed [...] Read more.
The emergence of the COVID-19 pandemic initiated major disruptions to higher education systems. Physical spaces that previously supported interpersonal interaction and community were abruptly inactivated, and faculty largely took on the responsibility of accommodating classroom structures in rapidly changing situations. This study employed interviews to examine how undergraduate Science, Technology, Engineering, and Mathematics (STEM) instructors adapted instruction to accommodate the mandated transition to virtual learning and how these accommodations supported or hindered community and belonging during the onset of the pandemic. Interviews with 25 STEM faculty at an undergraduate Hispanic Serving Institution revealed a wide range of accommodations they made to their courses and how they managed communication with students. Faculty strived to support student belonging with responses ranging from caring to crisis management, though some faculty expressed feelings of powerlessness when unable to accommodate certain challenges. The case of a responsive and flexible instructor is presented to highlight a productive response to a crisis. These retrospective findings point to strategies to support faculty teaching in virtual learning environments in the future; increasing opportunities for student–student and student–faculty interaction, supporting faculty in learning technologies that support these interactions and addressing faculty’s feelings of powerlessness. Full article
41 pages, 1867 KiB  
Article
Post-COVID-19 Transition in University Physics Courses: A Case of Study in a Mexican University
by Francisco Delgado
Educ. Sci. 2022, 12(9), 627; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12090627 - 16 Sep 2022
Cited by 10 | Viewed by 1896
Abstract
The extended confinement imposed by the COVID-19 pandemic lockdowns resulted in the imposition of online education for two years. Many students experienced their transitions to higher educative levels during this time, surely losing some academic learning as a consequence. On the other hand, [...] Read more.
The extended confinement imposed by the COVID-19 pandemic lockdowns resulted in the imposition of online education for two years. Many students experienced their transitions to higher educative levels during this time, surely losing some academic learning as a consequence. On the other hand, this context could have promoted different types of competencies, until recently not explored, as a function of students’ personalities or academic profiles. Physics teaching is among those areas which have changed from its traditional methods during this period. The return to school during the ‘New Normal’ has resulted in certain concerns about students’ adaptability due to their possible lack of learning over this time. We analyse, in the current research, the transitions of three generations crossing several pandemic stages during their time participating in university physics courses during the first year, a common entry point for engineering programs. In addition, we analyse several academic traits as causal factors of academic success in order to understand how performance could be affected during online education and during the ‘New Normal’. The results highlight a general high level of adaptation for the most of the students, but still, some of them were affected in terms of the functioning of their learning styles or regarding their personality profiles. Notably, no meaningful losses were detected among the last transition; instead, several interesting aspects were found relating to academic profile appearing to have an effect on the students’ performance during the first transition to online education, and then during the second transition back to face-to-face education in the ‘New Normal’. Full article
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14 pages, 473 KiB  
Article
Reshaping Sustainable University Education in Post-Pandemic World: Lessons Learned from an Empirical Study
by Hussan Munir
Educ. Sci. 2022, 12(8), 524; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12080524 - 02 Aug 2022
Cited by 18 | Viewed by 4729
Abstract
The outbreak of COVID-19 has affected people all around the world. Governments had no choice but to put people in self-isolation to stop the spread of the virus. As a result, all companies and educational institutions switched to working or studying from home. [...] Read more.
The outbreak of COVID-19 has affected people all around the world. Governments had no choice but to put people in self-isolation to stop the spread of the virus. As a result, all companies and educational institutions switched to working or studying from home. The purpose of the study is to investigate the impact of COVID-19 on student teaching and learning in the context of Malmö university. Furthermore, the study proposes recommendations for sustainable post-pandemic education at Malmö University. The study includes ten semi-structured interviews with students followed by a workshop with ten senior lecturers teaching bachelor’s and master’s courses. The study uses snowball sampling to select students for the interviews and senior lecturers for the workshop. A qualitative data analysis technique, thematic analysis, is used for data analysis on the data collected from interviews with students and the workshop with senior lecturers. The results from the study suggested that online education leads to several benefits for students, such as better time management, higher lecture attendance, flexibility, and discipline in their studies. However, the shift to online education has caused a communication deterioration between students and teachers. Less social interaction with other students leads to depression, anxiety, and stress. The recommendations for post-pandemic education include the unified selection of digital learning tools across courses, a designated budget for digital learning tools, training support, and hybrid learning methods. In conclusion, the study proposes blended and hybrid learning to improve higher education at the university, requiring digital tools to minimize students’ communication barriers. Full article
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10 pages, 259 KiB  
Article
The Professional Identity of Academic Lecturers in Higher Education Post-COVID-19 in Israel
by Ariela Giladi, Nitza Davidovitch and Lilach Ben-Meir
Educ. Sci. 2022, 12(6), 408; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12060408 - 15 Jun 2022
Cited by 1 | Viewed by 2120
Abstract
Professional identity development in higher education and its implications is a growing interest in the literature. Research indicates that the professional identity of academic lecturers has been unstable and influenced by a variety of personal and contextual factors. With a lack of a [...] Read more.
Professional identity development in higher education and its implications is a growing interest in the literature. Research indicates that the professional identity of academic lecturers has been unstable and influenced by a variety of personal and contextual factors. With a lack of a clear definition of professional identity in literature, we composed The Professional Identity COVID Scale (PI-COVID) specifically designed to measure lecturers’ professional identity in dealing with the COVID-19 pandemic. The items focused on three components: occupational security, academic skills, and combining teaching and research. The purpose of the present study was to examine the associations between lecturers’ age, years of seniority, academic rank, and work permanence on the professional identity of academic lecturers post-COVID-19 in Israel. Participants were 95 academic lecturers teaching in universities and colleges. Using self-report questionnaires, participants filled the PI-COVID scale. Results showed that age is negatively and significantly associated with PI-COVID. Moreover, seniority years, academic rank, and work permanence are associated with more COVID-19 challenges. Findings showed that lecturers without work permanence and with lower academic rank reported higher occupational insecurity during the pandemic, which emphasizes the vulnerability of younger lecturers and their need for confidence and stability, especially during a crisis event. Thus, our study contributes to the existing literature by better understanding the post-COVID-19 professional identity of academic lecturers. Implications and limitations for future research are discussed. Full article
26 pages, 392 KiB  
Article
COVID-19 Pandemic: The Impact of the Social Media Technology on Higher Education
by Christos Papademetriou, Sofia Anastasiadou, George Konteos and Stylianos Papalexandris
Educ. Sci. 2022, 12(4), 261; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12040261 - 06 Apr 2022
Cited by 29 | Viewed by 8163
Abstract
The COVID-19 pandemic led universities to transform the traditional teaching methodologies into distance education. Therefore, social media has become progressively prominent as teaching and learning resources in universities. Several studies have been conducted for the development of social media as a learning tool. [...] Read more.
The COVID-19 pandemic led universities to transform the traditional teaching methodologies into distance education. Therefore, social media has become progressively prominent as teaching and learning resources in universities. Several studies have been conducted for the development of social media as a learning tool. However, there is limited empirical evidence supporting this claim. The present study bridges the gap in the literature concerning the value of the use of social media in higher education. This research seeks to examine the impact of the use of social media in (a) enhancing teaching and learning in universities, (b) motivating and supporting students and (c) developing community connection. A qualitative methodology was adopted. Specifically, in-depth interviews were conducted to assess the effectiveness of social media on students learning in higher education. The results showed that the use of social media by higher educational institutions positively impacts the educational process by (a) promoting teaching and learning, (b) motivating students to be active participants, and (c) establishing connections in the university community. Some obstacles in the teaching and learning process were also identified. Future areas of research are proposed. Full article
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12 pages, 850 KiB  
Article
Student Grade Evaluation, Survey Feedback, and Lessons Learned during the COVID-19 Pandemic: A Comparative Study of Virtual vs. In-Person Offering of a Freshman-Level General Chemistry II Course in Summer at Xavier University of Louisiana
by Navneet Goyal, Asem I. Abdulahad, Janet A. Privett, Abha Verma, Maryam Foroozesh and Tiera S. Coston
Educ. Sci. 2022, 12(3), 226; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12030226 - 21 Mar 2022
Cited by 4 | Viewed by 3247
Abstract
A primary motivation for this study was to compare student perceptions and performance within a virtual learning environment to the traditional in-person learning experience for the General Chemistry II course taught during a 5-week summer session at Xavier University of Louisiana, a minority [...] Read more.
A primary motivation for this study was to compare student perceptions and performance within a virtual learning environment to the traditional in-person learning experience for the General Chemistry II course taught during a 5-week summer session at Xavier University of Louisiana, a minority serving institution. The authors present quantitative and qualitative analyses including the comparison of student performance on exams during the COVID-19 remote learning experience with exam performance over a 3-year period of conventional in-person instruction. In this article, student grades, survey feedback, and learning outcomes are outlined. This study was performed to assist the faculty in improving and enriching the course content and its delivery, as they coped with the transition to a virtual learning environment imposed by the COVID-19 pandemic. Full article
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14 pages, 1510 KiB  
Article
Impacts on Students’ Academic Performance Due to Emergency Transition to Remote Teaching during the COVID-19 Pandemic: A Financial Engineering Course Case Study
by Rezvan Nazempour, Houshang Darabi and Peter C. Nelson
Educ. Sci. 2022, 12(3), 202; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12030202 - 11 Mar 2022
Cited by 13 | Viewed by 8287
Abstract
The COVID-19 pandemic has enforced higher education institutions to adopt emergency remote teaching (ERT) as the substitution for traditional face-to-face (F2F) classes. A lot of concerns have been raised among education institutions, faculty, and students regarding the effectiveness of this sudden shift to [...] Read more.
The COVID-19 pandemic has enforced higher education institutions to adopt emergency remote teaching (ERT) as the substitution for traditional face-to-face (F2F) classes. A lot of concerns have been raised among education institutions, faculty, and students regarding the effectiveness of this sudden shift to online learning. This study aims to statistically investigate the impacts of such a transition on the academic performance of undergraduate students enrolled in the Financial Engineering course. A novel rank percentage measure is proposed and employed to compare the academic performance of around 500 students who attended the course during the four semesters, including the transitional disrupted semester by the pandemic, two consecutive online semesters, and the traditional face-to-face classroom. Our analysis emphasizes the significance of the differences between specific subgroups of the students. In particular, academically average to good students with cumulative GPAs greater than 2.90 have been negatively impacted by the transition to online learning, whereas the results for students with cumulative GPAs less than 2.90 are not very conclusive. Realizing the effects of such closures on the academic performance of students is considered important, since the results might have some merits for other courses and instructors. The template model can be transferred to other courses, and employed by the university administrators, specifically for developing policies in emergency circumstances that are not limited to pandemics. Full article
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11 pages, 636 KiB  
Article
“Growing as a Stronger Clinician in Adverse Conditions”—A Snapshot of Clinical Training during COVID-19
by Veena S. Singaram and Dumisa A. N. Sofika
Educ. Sci. 2022, 12(3), 156; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12030156 - 24 Feb 2022
Cited by 1 | Viewed by 2063
Abstract
Transformative learning theory has been recommended as a pedagogy of uncertainty for accommodating new beliefs that enable humans to thrive amid the challenges and complexity of our world. As higher education institutions embrace new roles and responsibilities, few studies have focused on how [...] Read more.
Transformative learning theory has been recommended as a pedagogy of uncertainty for accommodating new beliefs that enable humans to thrive amid the challenges and complexity of our world. As higher education institutions embrace new roles and responsibilities, few studies have focused on how the disruptions caused by COVID-19 may facilitate formative learning experiences. This study explored how registrars responded to the challenges facing clinical training during the first wave of COVID-19, and how the impact of these disruptions prompted personal and professional development. Registrars completed an online qualitative SWOT (strengths, weaknesses, opportunities, and threats) analysis of their training experiences during the COVID-19 pandemic. Data were thematically analysed. Four hundred and five responses were received from 54 registrars. Themes related to challenges included mental distress, resource constraints, and compromised and inadequate training. Themes related to strengths and opportunities included new learning experiences, resilience, coping strategies, and enhanced graduate competencies related to leadership, collaboration, communication, and health advocacy. The disruptive and disorienting elements of COVID-19, although situated in chaos, aggravating the constraints of training in under-resourced settings, also provided unexpected learning opportunities. These findings highlight the transformative potential of disrupted learning contexts and the need for responsive curricular to enhance graduate competencies, adaptability, and resilience. Full article
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17 pages, 444 KiB  
Article
Emergency Digital Teaching during the COVID-19 Lockdown: Students’ Perspectives
by Rolando Gonzalez, Hanne Sørum and Kjetil Raaen
Educ. Sci. 2022, 12(3), 152; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12030152 - 23 Feb 2022
Cited by 11 | Viewed by 3590
Abstract
This paper presents a qualitative study of the experience of students of the shift from face-to-face learning to online learning during the COVID-19 lockdown in Norway. Detailed inputs were collected from 200 university students enrolled in a bachelor’s degree in information technology in [...] Read more.
This paper presents a qualitative study of the experience of students of the shift from face-to-face learning to online learning during the COVID-19 lockdown in Norway. Detailed inputs were collected from 200 university students enrolled in a bachelor’s degree in information technology in Norway through an online survey. Their responses were categorized into three main themes: the teacher’s role, the life of a student, and digital learning. We found that, surprisingly, the students felt that the shift to digital learning had positive effects on their lives, such as the availability of more time for study, study flexibility through recorded lectures which could be reviewed repeatedly and anytime, and more time to pose questions. However, some students also pointed out negative effects such as more distractions, lack of structure, and a perceived invasion of privacy when required to turn on their cameras. The students valued the use of high-quality technical equipment as well as student engagement during online lectures, but also freedom of choice to participate. Full article
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16 pages, 750 KiB  
Article
The Post-Pandemic Lecture: Views from Academic Staff across the UK
by Louise Robson, Benjamin Gardner and Eleanor J. Dommett
Educ. Sci. 2022, 12(2), 123; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12020123 - 11 Feb 2022
Cited by 15 | Viewed by 7354
Abstract
COVID-19 forced the closure of UK universities. One effect of this was a change in how lectures, and their recordings, were made and used. In this research, we aimed to address two related research questions. Firstly, we aimed to understand how UK universities [...] Read more.
COVID-19 forced the closure of UK universities. One effect of this was a change in how lectures, and their recordings, were made and used. In this research, we aimed to address two related research questions. Firstly, we aimed to understand how UK universities replaced in-person lectures and, secondly, to establish what academic staff believed the post-pandemic lecture would look like. In a mixed-methods study, we collected anonymous quantitative and qualitative data from 87 academics at 36 UK institutions. Analysis revealed that respondents recognised the value and importance of interactive teaching and indicated that the post-pandemic lecture would and should make greater use of this. Data also revealed positive views of lecture capture, in contrast to pre-pandemic studies, and demonstrated that staff recognised their value for those who were unable to attend, or who had specific learning differences. However, staff also recognised the value of asynchronous lecture videos within a blended or flipped approach. This study provides evidence that the pandemic has engendered changes in attitudes and practices within UK higher education that are conducive to educational reform. Full article
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17 pages, 393 KiB  
Article
Digital Divide Issues Affecting Undergraduates at a Hispanic-Serving Institution during the Pandemic: A Mixed-Methods Approach
by Trevor Bell, Joseph W. Aubele and Carol Perruso
Educ. Sci. 2022, 12(2), 115; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12020115 - 08 Feb 2022
Cited by 10 | Viewed by 3591
Abstract
Before COVID-19, digital divide research among college students was scarce, reinforcing the idea that technology access was nearly universal, with few demographic differences. Pandemic-era research found some technical challenges, but most studies were conducted nationally or at research-intensive (R1) universities, indicating a paucity [...] Read more.
Before COVID-19, digital divide research among college students was scarce, reinforcing the idea that technology access was nearly universal, with few demographic differences. Pandemic-era research found some technical challenges, but most studies were conducted nationally or at research-intensive (R1) universities, indicating a paucity in research among underrepresented populations, notably at Hispanic-Serving Institutions (HSI). This mixed-methods study aimed to assess digital inequities and pandemic-related technological challenges at an HSI, with high percentages of low-income and first-generation students. This study also sought to determine if findings were consistent with national and R1 research. We surveyed a representative sample of 2188 undergraduates and conducted semi-structured interviews with 26 students. Results showed many students had inadequate technology. Just 79% had the optimal combination of smartphone plus laptop or desktop, with first-generation, low-income, Black, and older students significantly less likely to have this combination and often having to share devices within their households. Internet quality significantly affected all coursework-related challenges, as almost half of students with unstable internet reported trouble completing assignments compared to 20% with stable internet. Finally, results suggest the digital divide may be more prevalent at HSIs than at previously studied institutions, while also offering insight into how these challenges affect similar universities. Full article
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16 pages, 280 KiB  
Article
Studying Abroad from Home: An Exploration of International Graduate Students’ Perceptions and Experiences of Emergency Remote Teaching
by Yanning Dong and Aika Ishige
Educ. Sci. 2022, 12(2), 98; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12020098 - 31 Jan 2022
Cited by 9 | Viewed by 3258
Abstract
The temporary shift from face-to-face instruction to online teaching at North American universities as an alternative solution in response to the COVID-19 pandemic brought significant challenges to international students who had to study abroad from their home countries. Studies on how international students [...] Read more.
The temporary shift from face-to-face instruction to online teaching at North American universities as an alternative solution in response to the COVID-19 pandemic brought significant challenges to international students who had to study abroad from their home countries. Studies on how international students perceive their study-abroad-from-home experiences in such an emergency remote teaching (ERT) context remain scarce. Through the lens of community of inquiry and an additional perspective of emotional presence, this study explored 13 first-year international graduate students’ perceptions and experiences of their learning in ERT. Based on the analyses of the pre-learning questionnaire survey results and a series of three reflection journal entries, the study finds that teaching presence has played a vital role in shaping students’ understanding and experiences when they participated in a study-abroad graduate program from their home countries. In addition, the participants demonstrated mixed emotions of both frustration and appreciation/thankfulness as well as an isolation–connectedness emotional trajectory during their learning process. The study inspires an exploration of more diverse options for international education programs and continued effort in providing institutional support to ensure better learning experiences in a post-COVID community of inquiry. Full article
22 pages, 322 KiB  
Article
Social Connectedness in Physical Isolation: Online Teaching Practices That Support Under-Represented Undergraduate Students’ Feelings of Belonging and Engagement in STEM
by Ian Thacker, Viviane Seyranian, Alex Madva, Nicole T. Duong and Paul Beardsley
Educ. Sci. 2022, 12(2), 61; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12020061 - 18 Jan 2022
Cited by 9 | Viewed by 4106
Abstract
The COVID-19 outbreak spurred unplanned closures and transitions to online classes. Physical environments that once fostered social interaction and community were rendered inactive. We conducted interviews and administered surveys to examine undergraduate STEM students’ feelings of belonging and engagement while in physical isolation, [...] Read more.
The COVID-19 outbreak spurred unplanned closures and transitions to online classes. Physical environments that once fostered social interaction and community were rendered inactive. We conducted interviews and administered surveys to examine undergraduate STEM students’ feelings of belonging and engagement while in physical isolation, and identified online teaching modes associated with these feelings. Surveys from a racially diverse group of 43 undergraduate students at a Hispanic Serving Institution (HSI) revealed that interactive synchronous instruction was positively associated with feelings of interest and belonging, particularly for students of color, while noninteractive instruction reduced social belonging, but was related to more cognitive engagement. Small group and one-on-one interviews with 23 of these students suggest that students derived feelings of connectedness from their instructors, peers, and prior experiences and relied on their sense of competency to motivate themselves in the course and feel a sense of belonging. Two embedded cases of students in physics classrooms are compared to highlight the range of student feelings of connectedness and competency during the lockdown. Findings reaffirm that social interaction tends to support belonging and engagement, particularly for under-represented (Black or African American and Hispanic) racial groups in STEM. STEM instructors who aim to support feelings of belonging and engagement in virtual learning environments should consider increasing opportunities for student–student and student–teacher interactions, as well as taking a flexible approach that validates and integrates student voice into instruction. Future research is needed to further explore the themes of relatedness and competency that emerged as aspects of course belonging. Full article

Review

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44 pages, 4685 KiB  
Review
Systematic Review and Annotated Bibliography on Teaching in Higher Education Academies (HEAs) via Group Learning to Adapt with COVID-19
by Chiemela Victor Amaechi, Ebube Charles Amaechi, Ugo Pascal Onumonu and Irish Mpho Kgosiemang
Educ. Sci. 2022, 12(10), 699; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12100699 - 12 Oct 2022
Cited by 5 | Viewed by 5242
Abstract
Student learning has been affected by the recent shift in education globally which has been attributed to adaptation to the recent COVID-19 pandemic. This study will look at these characteristics to better understand gender differences in e-learners’ self-efficacy, satisfaction, motivation, attitude, and performance [...] Read more.
Student learning has been affected by the recent shift in education globally which has been attributed to adaptation to the recent COVID-19 pandemic. This study will look at these characteristics to better understand gender differences in e-learners’ self-efficacy, satisfaction, motivation, attitude, and performance on a worldwide scale. Due to the rapid COVID-19 pandemic, many educational institutions had to close, forcing many students to stay at home and enrol in online courses. Due to the practical laboratory sessions and workshops demanded by Science, Technology, Engineering, and Mathematics (STEM) modules and other related fields, education has faced difficulties during the COVID-19 pandemic. Understanding student involvement and its role in promoting a number of desirable outcomes, including academic outcomes like greater achievement, lower dropout rates, as well as various well-being and life outcomes, has therefore become increasingly important. This paper presents the scientometric review with an annotated bibliography on teaching styles through group learning in the higher education academies (HEAs) directed towards sustainable education. The current work also gives an annotated bibliography that seeks to compile and integrate the research on student participation, group learning, instructional strategies, equality, and diversity. Some evaluations and suggestions are also made in the study. Full article
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