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Understanding By Design

The COVID-19 pandemic has tremendously affected higher education systems in Russia and all over the world, forcing to transform curriculum into an online format, which is a challenge for all the educational process participants. The current study discusses the implementation of online learning amid the COVID-19 pandemic in the Russian higher education context and investigates the challenges experienced by university teachers during this period to define their readiness for online education. To address the above-mentioned issues, a study was conducted in Peter the Great St. Petersburg Polytechnic University. A variety of methods of scientific and pedagogical research were used including systematic structural analysis, synthesis, work with research papers, the generalization of experience and experimental work, observation, surveys, etc., with 87 university teachers asked to respond to several sets of questions describing their online teaching experience after the launch of online education amid the COVID-19 pandemic. The analysis of the participants’ answers helped to identify the following main challenges experienced by university teachers: computer literacy level, the university electronic environment and support, academic staff readiness and students’ readiness for online learning, the last two being the most important hindering the implementation of the efficient online education process. It was also underlined by most respondents that methodological work of a teacher in a digital educational environment differs from conventional teaching methods. Thus, psychological, technological, methodological support and teachers’ professional development programs are of vital importance to minimize the negative impact of the rapid changes of the educational process and to ensure efficient online education.

/pdf/challenges-and-opportunities-for-russian-higher-education-444sxa2czd.pdf

Challenges and Opportunities for Russian Higher Education amid COVID-19: Teachers' Perspective

Participation in online citizen science is increasingly popular, yet studies that examine the impact on participants’ learning are limited. The aims of this paper are to identify the learning impact on volunteers who participate in online citizen science projects and to explore the methods used to study the impact. The ten empirical studies, examined in this systematic review, report learning impacts on citizens’ attitudes towards science, on their understanding of the nature of science, on topic-specific knowledge, on science knowledge, and on generic knowledge. These impacts were measured using self-reports, content analysis of contributed data and of forum posts, accuracy checks of contributed data, science and project-specific quizzes, and instruments for measuring scientific attitudes and beliefs. The findings highlight that certain technological affordances in online citizen science projects can cultivate citizens’ knowledge and skills, and they point to unexplored areas, including the lack of experimental and long-term studies, and studies in formal education settings.

https://theoryandpractice.citizenscienceassociation.org/articles/10.5334/cstp.224/galley/180/download/

Online Citizen Science: A Systematic Review of Effects on Learning and Scientific Literacy

Students’ learning experiences and perceptions are markedly influenced by the use of digital technology during the COVID-19 pandemic. Exploring students’ perception of blended online learning, amid the adaptations of the higher education sector in the wake of uncertainty, has become more critical than ever. This paper reflects on the experience of learning and teaching the Research Methods and Techniques subject in the postgraduate programme of MA Urban Design at Cardiff University during COVID-19 in the UK. To do so, we designed and carried out an online survey to explore students’ perception of online teaching and learning activities, feedback and assessment, and digital platforms based on their experience during the subject delivery period in the 2020–2021 academic year. One of the significant findings of this paper was that students agreed with the impact of eye contact on their virtual learning experience but as long as this was aligned with their rights to see others, including their peers and instructors, rather than reciprocal rights to be seen. In addition, students felt that facilitating synchronous communication through effective interaction among diverse peers has been quite challenging in small-group online reading seminars. The majority of respondents also reported that attending live online lectures was more helpful than watching pre-recorded lectures. Online formative feedback and synchronous interim reviews also allowed students to reflect on their progress and develop their projects further before their summative assessment. The outcomes of this paper can effectively assist educators who consider delivering programmes, adopting a blended online learning environment design model, in the post COVID-19 era. The findings of this study can also provide guidance for further developments and improvements in using digital technology and blended online learning in urban design education and pedagogy.

Online Education in the Post COVID-19 Era: Students’ Perception and Learning Experience

This study aimed to investigate the problems faced by pre-service teachers in the distance education process, which has been implemented during the COVID-19 pandemic. The study was carried out as a case study of qualitative research methods. The study group comprised pre-service teachers receiving education in the faculty of education in a state university in Turkey during the spring term of the 2019-2020 academic year. In order to collect data, the researcher created an interview form. Then the form was applied to the pre-service teachers on a volunteer basis and online. The content analysis method was used in the data analysis. The data were coded by two researchers. Miles and Huberman's (1994) formula was used for a consensus between the coders. At the end of the study the problems experienced by the pre-service teachers were collected under the themes of implementation, student, impossibility, technical and instructor. The pre-service teachers stated that they mainly faced problems such as the lack of time spared for live courses regarding "implementation";failure of establishing communication with friends regarding "student";absence of internet regarding "impossibility", sound problems regarding "technical" and lack of communication regarding "instructor". Determining the problems is a step to their solutions in learning and teaching environment.

/pdf/problems-faced-in-distance-education-during-covid-19-1zm5dyy1b1.pdf

Problems Faced in Distance Education during COVID-19 Pandemic

An increasing number of travel, tourism, and hospitality management programs are developing and implementing online courses. Faculty and students are encountering advantages and disadvantages as th...

Online teaching: advantages, obstacles and tools for getting it right

According to a recent article published by Inside Higher Ed (2018), one-third of all students are taking at least one online class and without that option available, many colleges and unive...

How to build an online class

One of the most important questions posed by faculty and curriculum designers is, what content should be included in my online course design? To answer this question, it is important to reflect on ...

Enhancing online courses by utilizing “Backward Design”

ABSTRACT During the past two years, faculty pivoted their face-to-face courses to an online platform in haste due to the pandemic, while others were fine-tuning their online offerings having already made the transition. Although each one was integrating curriculum either for the short term or in continuation for the foreseeable future, one teaching principle, Service-Learning (S-L), seems to have never been widely adapted to the online platform. According to the article, E-Service-Learning: The Evolution of Service-Learning to Engage a Growing Online Student Population, many institutions share concern that Service-Learning (S-L) is too challenging to adapt online; however, the authors acknowledge that since it produces greater benefits for all involved including students, faculty and community partners by increasing engagement and connecting to real-world applications, it should be incorporated. This paper will explore why Service-Learning (S-L) should be adapted to the online platform to expand student’s civic involvement as well as to better comprehend course content. It will also share examples of in-person service learning with suggested methods to transition particular projects to the online format.

Enhancing online courses with civic engagement through service learning

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Online teaching: advantages, obstacles and tools for getting it right

How to build an online class

Enhancing online courses by utilizing “Backward Design”

Enhancing online courses with civic engagement through service learning