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University Education in the Age of COVID-19: Transformations and Challenges for Students and Teachers

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (30 December 2020) | Viewed by 274900

Special Issue Editors

Dr. Santiago Tejedor Calvo

E-Mail Website
Guest Editor
Department of Journalism and Communication Sciences, Autonomous University of Barcelona, 08193 Bellaterra, Spain
Interests: journalism; the application of AI to journalism; fake news; big data
Special Issues, Collections and Topics in MDPI journals
Dr. Laura Cervi

E-Mail Website
Guest Editor
Department of Journalism and Communication Sciences, Autonomous University of Barcelona, 08193 Bellaterra, Spain
Interests: populism; political discourse; political communication
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The COVID-19 pandemic has affected different areas of our daily lives. University education has been one of them.
Even if eLearning has become an integral part of education over the past decade and universities have embraced it worldwide, this crisis has forced universities from all over the world to move from presence to virtuality in a very short time, and most of them will continue with online teaching until at least 2021.
The debate over rethinking university education, including technologies, is not new, and it involves the type of pedagogical strategies, as well as the profile (competencies and skills) of teachers (see, for example, Tejedor and Cervi , 2017, and Cervi, Simelio and Tejedor, 2020). Nonetheless, the “new normal” will make change inevitable.
In this scenario, we invite colleagues to reflect on the process of transformation in the educational process, its different actors (students, teachers, managers and researchers) and stages (teaching, evaluation, training, etc.).
Both single and comparative case studies are welcomed, focusing on both Journalism and Communication Faculties and from any other specific disciplines and different parts of the world.

References:

  1. Cervi, L. Simelio, N. & Tejedor, S.2020. Analysis of Journalism and Communication Studies in Europe’s Top Ranked Universities: Competencies, Aims and Courses, Journalism Practice, DOI: 10.1080/17512786.2020.1762505
  2. Roca-Cuberes, Carles and Rafael Ventura R. 2017. “New approaches to communication teaching in the Spanish university: analysis of competencies associated with the field of Global Communication Studies”. Revista Latina de Comunicación Social. 72: 1.554-1.565. 
  3. Tejedor Calvo, S; Cervi, L.  (2017): “Análisis de los estudios de Periodismo y Comunicación en las principales universidades del mundo. Competencias, objetivos y asignaturas”. Revista Latina deComunicación Social, 72, pp. 1.626 a 1.647.
  4. Wenger, D. H., Owens, L. C., & Cain, J. 2018. “Help Wanted: Realigning Journalism Education to Meet the Needs of Top U.S. News Companies”. Journalism & Mass Communication Educator 73(1): 18–36.

Dr. Santiago Tejedor Calvo
Dr. Laura Cervi
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • Journalism
  • Communication
  • Education
  • Curricula
  • COVID-19
  • Innovation
  • Media Literacy

Published Papers (15 papers)

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19 pages, 336 KiB  
Article
Zoom In, Zoom Out: The Impact of the COVID-19 Pandemic in the Classroom
by Luiz Antonio Joia and Manuela Lorenzo
Sustainability 2021, 13(5), 2531; https://doi.org/10.3390/su13052531 - 26 Feb 2021
Cited by 56 | Viewed by 12978
Abstract
On 11 March 2020, the World Health Organization declared COVID-19 to be a pandemic to be confronted by humanity. As a result, social isolation has become the norm in most countries, with the consequent replacement of face-to-face classes by classes mediated by information [...] Read more.
On 11 March 2020, the World Health Organization declared COVID-19 to be a pandemic to be confronted by humanity. As a result, social isolation has become the norm in most countries, with the consequent replacement of face-to-face classes by classes mediated by information and communication technology. Within this context, this work sets out to investigate the factors necessary for courses mediated by technology to attain their pedagogical objectives. Additionally, the study examines how subjects that develop hard and soft skills differ in a technology-mediated setting. The results show that the teacher’s digital competence on the technological platform and the metacognitive support available in the digital environment are significant factors for a course to attain its pedagogical objectives successfully. Lastly, the study revealed that hard skill disciplines, when they migrate to technology-mediated environments, are more likely to fail to achieve their educational goals than soft skill disciplines subject to the same migration. Full article
(This article belongs to the Special Issue University Education in the Age of COVID-19: Transformations and Challenges for Students and Teachers)
15 pages, 1091 KiB  
Article
A Concrete Study on Social-Media Connection of Global Literacy Abilities in MOOCs under the Dual Impacts of Lower Birth-Rate and COVID-19
by Yung-Kuan Chan, Ming Yuan Hsieh and Muhammet Usak
Sustainability 2021, 13(4), 2203; https://doi.org/10.3390/su13042203 - 18 Feb 2021
Cited by 16 | Viewed by 3073
Abstract
In order to break through the dual impacts of lower birth rates and COVID-19, a majority of higher education institutions have commenced in providing a series of diversified Massive Open Online Courses (MOOCs) to effectively reduce these huge dual impacts. This research employed [...] Read more.
In order to break through the dual impacts of lower birth rates and COVID-19, a majority of higher education institutions have commenced in providing a series of diversified Massive Open Online Courses (MOOCs) to effectively reduce these huge dual impacts. This research employed the Social Learning Theory (SLT) of educational doctrine for theoretical uses and the Factor Analysis (FA) approach of quantitative analysis and Trigonometrical Entropy Method (TEM) method of qualitative analysis for statistically purposes. These concepts were employed to explore the most critical social-media connection of global literacy abilities in MOOC. After a succession of assessed measurements, there are two most valuable findings. First, higher education institutions have to simultaneously and efficiently institute the Course Complete Rate of Course Assessment (CCR-CA), User Completely Unrestricted Operation of Course Operation (UCUO-CO) and Course Professionalization Technology Function of Course Function (CPTF-CF) into the course’s design. Specifically, higher education institutions need to establish MOOCs features in Course Evaluation Technology Function (CETF), Course Professionalization Technology Function (CPTF) and Aggregation Technology Function (ATF) of MOOCs features into the current MOOCs. This is done in order to effectively promote the Individual Social Feature (ISF) of “social-media connection of global literacy abilities” for overcoming these serious dual impacts. In addition, higher education institutions have to also construct the social-media connection of global literacy abilities evaluation model for appraising Individual Social Feature (ISF) of each MOOCs participant. Second finding, higher education institutions should develop Convenience of Course Operation (C-CP), Feedback Technology Function of Basic Function (FTF-BF) and Connectionization of Course Operation (C-CO) of higher education strategies of developed sustainability into the course’s structure. Further, they should also build Connectionization (CZ) of MOOCs features into the current MOOCs in order to efficiently foster Application Programming Interface (API) of social-media connection of global literacy abilities for conquering these serious dual impacts as well. Full article
(This article belongs to the Special Issue University Education in the Age of COVID-19: Transformations and Challenges for Students and Teachers)
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20 pages, 606 KiB  
Article
COVID-19 and Higher Education: First-Year Students’ Expectations toward Distance Learning
by Karina Cicha, Mariia Rizun, Paulina Rutecka and Artur Strzelecki
Sustainability 2021, 13(4), 1889; https://doi.org/10.3390/su13041889 - 9 Feb 2021
Cited by 128 | Viewed by 19673
Abstract
The article deals with distance education, which as a teaching method had to be suddenly introduced in schools and higher education institutions as a result of the global pandemic situation. The paper captures the second wave of Poland’s pandemic situation in relation to [...] Read more.
The article deals with distance education, which as a teaching method had to be suddenly introduced in schools and higher education institutions as a result of the global pandemic situation. The paper captures the second wave of Poland’s pandemic situation in relation to global circumstances and the methods of conducting distance learning used across the globe. The purpose of this study was to investigate first-year students’ expectations about the education shift to distance learning. GETAMEL, which is the adapted General Extended Technology Acceptance Model for E-Learning, was used in the study. The study analyzed the influence of Experience, Subjective Norms, Enjoyment, Computer Anxiety, and Self-Efficacy on students’ expectations in the context of distance learning during the COVID-19 pandemic. To test the research model presented during the research, The Partial Least Squares method of Structural Equation Modeling was used. An online survey was created to conduct the research, which collected data from 670 Polish first-year undergraduate students. The acquired data were analyzed using the SmartPLS 3 software. The results of the research indicated that the most important factors that influence the feelings of students and can convince them to change from teaching in the classroom to teaching in the distance learning model are the feeling of pleasure in this form of education and a sense of self-efficacy. The results of this study may be of particular interest to education practitioners, including teachers, and a starting point for further research on e-learning models, including, in particular, the understanding of students’ expectations regarding distance learning. Full article
(This article belongs to the Special Issue University Education in the Age of COVID-19: Transformations and Challenges for Students and Teachers)
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13 pages, 735 KiB  
Article
ICT Skills of University Students from the Faculty of Sport and Physical Education during the COVID-19 Pandemic
by Maja Batez
Sustainability 2021, 13(4), 1711; https://doi.org/10.3390/su13041711 - 5 Feb 2021
Cited by 25 | Viewed by 11929
Abstract
Background: (1) The COVID-19 pandemic has generated significant changes in teaching methods around the world, and the ideal of online education has become a reality. (2) Methods: A questionnaire was modified for this study in order to determine the following levels of Information [...] Read more.
Background: (1) The COVID-19 pandemic has generated significant changes in teaching methods around the world, and the ideal of online education has become a reality. (2) Methods: A questionnaire was modified for this study in order to determine the following levels of Information and Communication Technologies (ICT) skills: file creation, file management, the use of emails, the use of the internet, and online communication. In total, 360 students from the Faculty of Sports and Physical Education (FSPE), University of Novi Sad, participated in the study. (3) Results: The results show that there are differences between the estimated level of ICT skills and the ICT skills used in online education, such that students estimate their level of ICT skills as being higher than is necessary for online education (p < 0.05). There is also a correlation between the satisfaction with online education and ICT skills, showing that students with higher ICT knowledge are more satisfied with online education (p < 0.05). There is another correlation between the satisfaction with online education and the frequency of ICT use—the more ICTs are included, the more satisfied the students will be (p < 0.05). (4) Conclusions: The results of this study can serve as a recommendation for the implementation of FSPE students’ training in ICT skills, as well as an important basis for the systematic creation, improvement, and sustainability of online education in universities. Full article
(This article belongs to the Special Issue University Education in the Age of COVID-19: Transformations and Challenges for Students and Teachers)
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18 pages, 1021 KiB  
Article
Relationship between Statistics Anxiety and Academic Dishonesty: A Comparison between Learning Environments in Social Sciences
by Yovav Eshet, Pnina Steinberger and Keren Grinautsky
Sustainability 2021, 13(3), 1564; https://doi.org/10.3390/su13031564 - 2 Feb 2021
Cited by 17 | Viewed by 6423
Abstract
The current research examines the impact of Statistics Anxiety on academic ethical behavior as manifesting in undergraduate social science students attending introductory statistics courses in different learning environments: Covid-19-Emergency Remote Teaching (ERT), Planned Online Environment (POE), and Face-to-Face (F2F) courses. Data were collected [...] Read more.
The current research examines the impact of Statistics Anxiety on academic ethical behavior as manifesting in undergraduate social science students attending introductory statistics courses in different learning environments: Covid-19-Emergency Remote Teaching (ERT), Planned Online Environment (POE), and Face-to-Face (F2F) courses. Data were collected from students in academic institutions studying for a bachelor’s degree in the social sciences. Structural Equation Modeling (SEM) was used to examine the relationship between students’ previous academic achievements and Academic Dishonesty mediated by Statistics Anxiety. The results of multi-group analysis show that path coefficients differ between the three learning environments (POE, F2F, and ERT). Specifically, the results support a model in which previous math and academic achievements are significantly related to Academic Dishonesty mediated by Statistics Anxiety in a POE context only. Accordingly, POE statistics learning is less effective than F2F instruction and practice. Our research shows that instructors’ presence in the learning process reduces students’ anxiety levels and unethical behavior. Thus, we recommend that in POE, the instructor’s presence includes supportive, emphatic, and interpersonal interaction to reduce virtual distance. We conclude that introductory courses in statistics need to empower students experiencing Statistics Anxiety for a better sustainable statistical literacy population. Full article
(This article belongs to the Special Issue University Education in the Age of COVID-19: Transformations and Challenges for Students and Teachers)
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15 pages, 486 KiB  
Article
Contradictory Aspects of Job Searching in the COVID-19 Pandemic: Relationships between Perceived Socioeconomic Constraints, Work Volition, and the Meaning of Work
by Pilhyoun Yoon and Juhee Hahn
Sustainability 2021, 13(3), 1012; https://doi.org/10.3390/su13031012 - 20 Jan 2021
Cited by 5 | Viewed by 2836
Abstract
The COVID-19 pandemic is changing many aspects of our lives. The hiring and job searching situation is no exception. This study investigated somewhat contradictory aspects of self-determination and circumscription and compromise in the context of job searching and recruitment in South Korea’s COVID-19 [...] Read more.
The COVID-19 pandemic is changing many aspects of our lives. The hiring and job searching situation is no exception. This study investigated somewhat contradictory aspects of self-determination and circumscription and compromise in the context of job searching and recruitment in South Korea’s COVID-19 pandemic. Specifically, this study aimed to examine the effects of variables that control work volition, and the ways in which work volition is related to perceived socioeconomic constraints and the meaning of work, in female college students looking for a job in South Korea. Furthermore, we explored the implications for job searching and corporate personnel management in the COVID-19 pandemic. As a result, this study intended to contribute theoretically and practically to self-determination, and circumscription and compromise theory, and to suggest future research directions. Full article
(This article belongs to the Special Issue University Education in the Age of COVID-19: Transformations and Challenges for Students and Teachers)
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14 pages, 849 KiB  
Article
Understanding Student Acceptance of Online Learning Systems in Higher Education: Application of Social Psychology Theories with Consideration of User Innovativeness
by Eun-Jung Kim, Jinkyung Jenny Kim and Sang-Ho Han
Sustainability 2021, 13(2), 896; https://doi.org/10.3390/su13020896 - 17 Jan 2021
Cited by 63 | Viewed by 9961
Abstract
The COVID-19 pandemic has created the opportunity to conduct a huge experiment with online classes in the university setting. The objectives of this study are (1) to provide obvious insight into determining factors driving greater intention of students to use online learning systems [...] Read more.
The COVID-19 pandemic has created the opportunity to conduct a huge experiment with online classes in the university setting. The objectives of this study are (1) to provide obvious insight into determining factors driving greater intention of students to use online learning systems based on an integrated technology acceptance model (TAM) and theory of planned behavior (TPB), and (2) to provide the moderating role of innovativeness as a key factor. An online survey was conducted with 216 university students taking hospitality and tourism studies in Busan, Korea. The results of the study are as follows. First, perceived ease of use affects perceived usefulness, perceived usefulness affects attitude, whereas perceived ease of use does not directly affect attitude. Second, attitude and subjective norms positively influence behavioral intention, while perceived behavioral control does not. Third, user innovativeness plays a moderating role in the relationship between subjective norms and behavioral intention. As part of the lessons learned from COVID-19, it is meaningful to provide insightful implications to academia, specifically to the college of hospitality and tourism. Full article
(This article belongs to the Special Issue University Education in the Age of COVID-19: Transformations and Challenges for Students and Teachers)
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9 pages, 795 KiB  
Article
The Impact of Isolation Due to COVID-19 on Physical Activity Levels in Adult Students
by Anna Rutkowska, Katarzyna Kacperak, Sebastian Rutkowski, Luisa Cacciante, Pawel Kiper and Jan Szczegielniak
Sustainability 2021, 13(2), 446; https://doi.org/10.3390/su13020446 - 6 Jan 2021
Cited by 26 | Viewed by 4361
Abstract
The lockdown with a prohibition of free mobility introduced in many countries has affected restrictions in physical activity (PA). The purpose of the study was to compare PA during restrictions and the “unfreezing” stage. The study group consisted of 89 healthy adult students. [...] Read more.
The lockdown with a prohibition of free mobility introduced in many countries has affected restrictions in physical activity (PA). The purpose of the study was to compare PA during restrictions and the “unfreezing” stage. The study group consisted of 89 healthy adult students. To assess the level of PA, a long version of the International Physical Activity Questionnaire (IPAQ) was used. The first evaluation was carried out in the period from 16 to 20 April 2020 at the time of the lockdown and the second in the period from 11 to 14 May 2020 during the so-called “unfreezing”. The average total PA rate during the first measurement was 8640 metabolic equivalent (MET)-min/week and in the second, 10,560 MET-min/week. The analysis of total energy expenditure showed a statistically significant difference (p < 0.029). The establishment of “unfreezing” laws for sport and recreation and the reduction of restrictions have significantly contributed to an increase in the overall level of PA. Based on our outcomes, we recommend students follow the scientific guidelines for undertaking PA (i.e., WHO) during the pandemic in order to maintain an appropriate pro-healthy dose of exercise. Full article
(This article belongs to the Special Issue University Education in the Age of COVID-19: Transformations and Challenges for Students and Teachers)
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14 pages, 340 KiB  
Article
Students’ Perception towards E-Learning during COVID-19 Pandemic in India: An Empirical Study
by Mohammed Arshad Khan, Vivek, Mohammed Kamalun Nabi, Maysoon Khojah and Muhammad Tahir
Sustainability 2021, 13(1), 57; https://doi.org/10.3390/su13010057 - 23 Dec 2020
Cited by 136 | Viewed by 31324
Abstract
The educational system across the world has immensely been affected due to outbreak of COVID-19; it forced the shut down of educational institutions, which adversely affected student fraternity across the globe. Due to its contagious nature, COVID-19 demanded containment and enforced isolation that [...] Read more.
The educational system across the world has immensely been affected due to outbreak of COVID-19; it forced the shut down of educational institutions, which adversely affected student fraternity across the globe. Due to its contagious nature, COVID-19 demanded containment and enforced isolation that tremendously affected personal interaction of teachers and students. In the absence of traditional classroom teaching and one-to-one interaction, computer-based learning has emerged as closest substitute for off-line teaching. Against such a backdrop, it is pertinent to examine the students’ perception and readiness about online-learning system adopted at the university level during the ongoing COVID-19 pandemic. For the present study, the quantitative approach has been adopted and responses from 184 university students of National Capital Territory (NCT) of Delhi, India namely Delhi University, Jamia Millia Islamia (Central University) and Guru Gobind Singh Indraprastha University are collected through online questionnaire. This research study was conducted during June–August 2020. The findings of the study reveal students’ positive perception towards e-learning and thus acceptance of this new learning system. It has also empirically demonstrated the significance of e-learning in the time of COVID-19 crisis. In fact, e-learning has emerged as a new way of enhancing the learning process where social media may further improve the learning output. The findings of the study will facilitate educational institutions and policy makers to take this online-learning process to the next level in a better way. Full article
(This article belongs to the Special Issue University Education in the Age of COVID-19: Transformations and Challenges for Students and Teachers)
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24 pages, 341 KiB  
Article
Online Teaching and Learning in Higher Education during the Coronavirus Pandemic: Students’ Perspective
by Claudiu Coman, Laurențiu Gabriel Țîru, Luiza Meseșan-Schmitz, Carmen Stanciu and Maria Cristina Bularca
Sustainability 2020, 12(24), 10367; https://doi.org/10.3390/su122410367 - 11 Dec 2020
Cited by 513 | Viewed by 103335
Abstract
The research focuses on identifying the way in which Romanian universities managed to provide knowledge during the Coronavirus pandemic, when, in a very short time, universities had to adapt the educational process for exclusively online teaching and learning. In this regard, we analyzed [...] Read more.
The research focuses on identifying the way in which Romanian universities managed to provide knowledge during the Coronavirus pandemic, when, in a very short time, universities had to adapt the educational process for exclusively online teaching and learning. In this regard, we analyzed students’ perception regarding online learning, their capacity to assimilate information, and the use of E-learning platforms. An online survey based on a semi-structured questionnaire was conducted. Data was collected from 762 students from two of the largest Romanian universities. The results of the research revealed that higher education institutions in Romania were not prepared for exclusively online learning. Thus, the advantages of online learning identified in other studies seem to diminish in value, while disadvantages become more prominent. The hierarchy of problems that arise in online learning changes in the context of the crisis caused by the pandemic. Technical issues are the most important, followed by teachers’ lack of technical skills and their teaching style improperly adapted to the online environment. However, the last place was assigned by students to the lack of interaction with teachers or poor communication with them. Based on these findings, research implications for universities and researchers are discussed. Full article
(This article belongs to the Special Issue University Education in the Age of COVID-19: Transformations and Challenges for Students and Teachers)
17 pages, 508 KiB  
Article
Business Management Teaching-Learning Processes in Times of Pandemic: Flipped Classroom at A Distance
by Julen Izagirre-Olaizola and Jon Morandeira-Arca
Sustainability 2020, 12(23), 10137; https://doi.org/10.3390/su122310137 - 4 Dec 2020
Cited by 24 | Viewed by 3861
Abstract
The main objective of this study is to present a teaching-learning experience carried out before the appearance of the COVID-19 pandemic and to analyze its usefulness in times of social and academic restrictions, as well as its fit into an online teaching format. [...] Read more.
The main objective of this study is to present a teaching-learning experience carried out before the appearance of the COVID-19 pandemic and to analyze its usefulness in times of social and academic restrictions, as well as its fit into an online teaching format. In recent years, much research has been done on the development and application of new teaching methodologies, but the current health emergency situation means that it is necessary to assess how these methodologies are useful in a context of social distancing. Managing teaching-learning processes following the closure of educational centers due to the pandemic caused by COVID-19 presents a significant challenge, not just in Business Management, but across all subjects. In the context of a pandemic, active methodologies take on greater importance as a way of adapting to new, socially distanced educational needs. This article presents a study carried out among students of Business Management at the University of the Basque Country (Spain). The study focuses on the context of the flipped classroom methodology, with students being asked to rate the effectiveness of this methodology, before and after the pandemic. Following the appearance of the pandemic, opinions have been strengthened in favor of the inverted classroom methodology, which is shown to be a powerful methodological alternative compatible with online teaching. Educational authorities must strengthen the technological tools as well as the teacher skills needed to develop capacities related to the rapid response to current and future teaching challenges. Full article
(This article belongs to the Special Issue University Education in the Age of COVID-19: Transformations and Challenges for Students and Teachers)
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20 pages, 1243 KiB  
Article
Using Mixed Methods to Understand Teaching and Learning in COVID 19 Times
by Daniela Popa, Angela Repanovici, Daciana Lupu, Mariana Norel and Claudiu Coman
Sustainability 2020, 12(20), 8726; https://doi.org/10.3390/su12208726 - 21 Oct 2020
Cited by 43 | Viewed by 11709
Abstract
This research focuses on teaching–learning behavior in the online environment under crisis conditions, such as those caused by COVID-19. Data were collected from 427 participants from Central and Eastern Europe and North and Central Asia. An integrative mixed method design was used, combining [...] Read more.
This research focuses on teaching–learning behavior in the online environment under crisis conditions, such as those caused by COVID-19. Data were collected from 427 participants from Central and Eastern Europe and North and Central Asia. An integrative mixed method design was used, combining components of both qualitative and quantitative research. The research method used was the inquiry based on a semi-structured questionnaire, which combined closed items with open-ended and semi-structured interviews. The quantitative results revealed significant differences between professors and students regarding the self-reported adaptability level, creativity, need for help in online teaching–learning, and collaboration with colleagues for solving problems in the online teaching–learning medium. The opinions of professors do not differ from those of students regarding the advantages, disadvantages, vulnerable areas, and aspects of online education. Thematic analysis, used to analyze the qualitative data, emphasized the participants’ perceptions of online teaching–learning efficiency in crises. Based on the results, it was concluded that the aspects that need to become a priority in online education concern mainly the didactic quality of the learning experience. Full article
(This article belongs to the Special Issue University Education in the Age of COVID-19: Transformations and Challenges for Students and Teachers)
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29 pages, 1515 KiB  
Article
Teaching Challenges in COVID-19 Scenery: Teams Platform-Based Student Satisfaction Approach
by Leticia Rodriguez-Segura, Marco Antonio Zamora-Antuñano, Juvenal Rodriguez-Resendiz, Wilfrido J. Paredes-García, José Antonio Altamirano-Corro and Miguel Ángel Cruz-Pérez
Sustainability 2020, 12(18), 7514; https://doi.org/10.3390/su12187514 - 11 Sep 2020
Cited by 49 | Viewed by 5846
Abstract
At the onset of the crisis caused by COVID-19, the Mexican education system chose to join the global context and suspend face-to-face classes for all educational levels. For the continuity of educational processes, a transition from a traditional educational model (face-to-face) to emergency [...] Read more.
At the onset of the crisis caused by COVID-19, the Mexican education system chose to join the global context and suspend face-to-face classes for all educational levels. For the continuity of educational processes, a transition from a traditional educational model (face-to-face) to emergency remote teaching (ERT) was made through virtual learning platforms and learning management system (LMS) schemes. Universidad del Valle de Mexico (UVM), in a collaboration agreement with Microsoft Co., chose to use Teams to continue its educational process. In this work, we intend to identify the factors that can be taken into account regarding the level of student satisfaction in the teaching–learning process in ERT using Teams, and validate the established educational strategy. Statistical analysis was carried out to analyze the academic environment for these scenario changes while considering knowledge assessment, and competencies achievement. A combined sampling method was applied with convenience and statistical analysis. The main results established significant percentages, where more than 60% of the students surveyed were manifested in the use of the teams and the organization of the class sessions by the teachers, and the activities developed. Using the Cronbach’s Alpha coefficient, the reliability of the data collection instruments was determined. The correlations of each of the survey questions were calculated to determine the relationship between themselves and the total answers, giving results similar to those obtained through data science tools. Taking advantage of the situation, data science tools were applied to compare the results with obtained values from RapidMiner software in the correlation of factors in of 0.440, 0.384, 0.246, 0.048 and 0.384. Full article
(This article belongs to the Special Issue University Education in the Age of COVID-19: Transformations and Challenges for Students and Teachers)
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31 pages, 4049 KiB  
Article
The Impact of the COVID-19 Pandemic on User Experience with Online Education Platforms in China
by Tinggui Chen, Lijuan Peng, Bailu Jing, Chenyue Wu, Jianjun Yang and Guodong Cong
Sustainability 2020, 12(18), 7329; https://doi.org/10.3390/su12187329 - 7 Sep 2020
Cited by 150 | Viewed by 28037
Abstract
During the COVID-19 pandemic, social education has shifted from face to face to online in order to avoid large gatherings and crowds for blocking the transmission of the virus. To analyze the impact of virus on user experience and deeply retrieve users’ requirements, [...] Read more.
During the COVID-19 pandemic, social education has shifted from face to face to online in order to avoid large gatherings and crowds for blocking the transmission of the virus. To analyze the impact of virus on user experience and deeply retrieve users’ requirements, this paper constructs a reasonable evaluation index system through obtaining user reviews about seven major online education platforms before and after the outbreak of COVID-19, and by combining the emotional analysis, hot mining technology, as well as relevant literature. At the same time, the variation coefficient method is chosen to weigh each index based on the difference of index values. Furthermore, this paper adopts the comprehensive evaluation method to analyze user experience before and after the outbreak of COVID-19, and finally finds out the change of users’ concerns regarding the online education platform. In terms of access speed, reliability, timely transmission technology of video information, course management, communication and interaction, and learning and technical support, this paper explores the supporting abilities and response levels of online education platforms during COVID-19, and puts forward corresponding measures to improve how these platforms function. Full article
(This article belongs to the Special Issue University Education in the Age of COVID-19: Transformations and Challenges for Students and Teachers)
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16 pages, 1015 KiB  
Perspective
The COVID-19 Pandemic as an Opportunity to Foster the Sustainable Development of Teaching in Higher Education
by Maria José Sá and Sandro Serpa
Sustainability 2020, 12(20), 8525; https://doi.org/10.3390/su12208525 - 15 Oct 2020
Cited by 111 | Viewed by 16670
Abstract
The COVID-19 pandemic has had profound consequences on the social, economic and cultural life at the global level. The educational dimension has also been affected in the schools’ regular functioning, with the temporary closure of educational institutions, as well as the impediment of [...] Read more.
The COVID-19 pandemic has had profound consequences on the social, economic and cultural life at the global level. The educational dimension has also been affected in the schools’ regular functioning, with the temporary closure of educational institutions, as well as the impediment of face-to-face classes. This perspective paper aims to add to the knowledge already produced on this topic, by arguing that these challenging conditions can be a pivotal moment of opportunity for reshaping higher education, with the implementation, development and diffusion, among academics and students, of digital technologies. The paper also discusses the role of leadership in the transformation of organizational culture in higher education. The methodology used to carry out this study is qualitative, and the technique employed to analyze the data collected was content analysis. Research studies, in diverse formats, already published on the COVID-19 topic and its impacts were the elected data sources. The results of this document analysis allow us to conclude that there is the need to improve the digital sustainable development in teaching in higher education, which entails profound challenges that higher education institutions need to face and overcome if they want to be at the forefront of success in the international education market. This is where the authors seek to contribute, by offering insights on the challenges—but also the opportunities—that COVID-19 poses to higher education at a time when it needs to redefine its teaching methods, leadership models, and interaction channels, by going digital towards the improvement of the sustainable development of its teaching. Full article
(This article belongs to the Special Issue University Education in the Age of COVID-19: Transformations and Challenges for Students and Teachers)
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