Teaching Concerns in Higher Education: Impact of Covid-19 in Pedagogy
DOI:
https://doi.org/10.15503/jecs2023.1.318.332Keywords:
traditional-modern education, online learning, pedagogical challenges, pandemic, digital pedagogyAbstract
Thesis. The present study aims to explore the impact of Covid-19 on higher education and identify the different problems faced by pedagogues around the globe. It compares the outcomes and comments from both established and developing countries to understand the change in pedagogical procedures.
Concept. The desire for social isolation that was unheard of until the 20th and 21st centuries became a catchall word during the pandemic. For educational institutions, the governments’ emergency measures to switch from traditional classroom settings to virtual alternatives generated important opportunities and problematic obstacles.
Results and conclusion. The study was conducted thorough research of Covid-19's broad effects on pedagogical practices in higher education, from the viewpoints of both instructors and learners. An analysis of diverse secondary materials was carried out and conclusions were derived accordingly. The findings show that the pandemic caused distinct problems for different populations depending on selected criteria that were explored and emphasised in the proposed study.
Originality. The study has thoroughly analysed the ideas, challenges, of online educational pedagogy to identify the effectiveness and challenges. The main research contribution is the finding that asserts the promise of technology and the challenges that students encounter when learning through digital processes.
Downloads
References
Adam, A. (2017). A framework for seeking the connections between technology, pedagogy, and culture: A study in the Maldives. Journal of Open, Flexible and Distance Learning, 21(1), 35–51.
Alam, S. (2022). Imagine, Integrate, and Incorporate: English Language and its Pedagogical Implications in EFL Classrooms. Rupkatha Journal on Interdisciplinary Studies in Humanities, 14(2), 1-17. https://doi.org/10.21659/rupkatha.v14n2.10
Alam, S., & Al-Hawamdeh, B. O. S. (2022). Dynamics of integration of process drama in EFL classrooms: A holistic approach of activity based pedagogy. e-mentor, 4(96), 70–81. https://doi.org/10.15219/em96.1580
Alam, S., & Usama, M. (2023). Does E-Feedback Impact Minimizing ESL Writing Errors? An Experimental Study. International Journal of Emerging Technologies in Learning (iJET), 18(04), 156–169. https://doi.org/10.3991/ijet.v18i04.36349
Alam, S., Faraj Albozeidi, H., Al-Hawamdeh, B. O. S., & Ahmad, F. (2022). Practice and Principle of Blended Learning in ESL/EFL Pedagogy: Strategies, Techniques and Challenges. International Journal of Emerging Technologies in Learning (iJET), 17(11), 225–241. https://doi.org/10.3991/ijet.v17i11.29901
Alam, S., Karim, M. R., & Ahmad, F. (2020). Process Drama as a Method of Pedagogy in ESL Classrooms: Articulating the Inarticulate. Journal of Education Culture and Society, 11(1), 255–272. https://doi.org/10.15503/jecs2020.1.255.272
Al-Hawamdeh, B. O., & Alam, S. (2022). Praxis and effectiveness of pedagogy during pandemic: an investigation of learners’ perspective. Education Research International, 2022, 1-9. https://doi.org/10.1155/2022/3671478
Ali, L. (2021). The shift to online education paradigm due to Covid-19: A study of student’s behavior in UAE universities environment. International Journal of Information and Education Technology, 11(3), 131-136. https://doi.org/10.18178/ijiet.2021.11.3.1501
Bates, A. W. (2015). Teaching in a digital age: Guidelines for designing teaching and learning. British Columbia, SFU Document Solutions.
Bozkurt, A., & Sharma, R. C. (2021). On the verge of a new renaissance: Care and empathy oriented, human-centered pandemic pedagogy. Asian Journal of Distance Education, 16(1), 1-8.
Chan, R. Y., Bista, K., & Allen, R. M. (Eds.). (2021). Online teaching and learning in higher education during COVID-19: International perspectives and experiences. Routledge.
Espino-Díaz, L., Fernandez-Caminero, G., Hernandez-Lloret, C. M., Gonzalez-Gonzalez, H., & Alvarez-Castillo, J. L. (2020). Analyzing the impact of COVID-19 on education professionals. Toward a paradigm shift: ICT and neuroeducation as a binomial of action. Sustainability, 12(14), 5646. https://doi.org/10.3390/su12145646
Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Societies, 10(4), 2-18. https://doi.org/10.3390/soc10040086
Howard, P., & Howard, J. (2012). Pandemic and pedagogy: Elementary school teachers’ experience of H1N1 Influenza in the classroom. Phenomenology & Practice, 6(1), 18-35.
Hrydzhuk, O., Struhanets, L., & Struhanets, Y. (2021). Information technologies in language education during the COVID-19 pandemic. XLinguae, 14(1), 197-211.
King, E., & Boyatt, R. (2015). Exploring factors that influence adoption of e-learning within higher education. British Journal of Educational Technology, 46(6), 1272-1280.
Kivunja, C. (2013). Embedding digital pedagogy in pre-service higher education to better prepare teachers for the digital generation. International Journal of Higher Education, 2(4), 131-142.
Kobylarek, A. (2017). The Polish Humboldtian university in the face of paradigmatic change. Cambridge Scholars Publishing.
Kobylarek, A., Alaverdov, E., & Jakubowska, L. (2021). The significance of a pandemic in teaching foreign languages, with special regard to the teaching of seniors. XLinguae, 14(1), 73-80.
Lewin, D., & Lundie, D. (2016). Philosophies of digital pedagogy. Studies in Philosophy and Education, 35(3), 235-240.
Liu, S., & Meng, L. (2009). Perceptions of teachers, students and parents of the characteristics of good teachers: A cross-cultural comparison of China and the United States. Educational Assessment, Evaluation and Accountability, 21(4), 313-328.
Mannila, L., Norden, L. A., & Pears, A. (2018, August 8-10). Digital competence, teacher self-efficacy and training needs. In Proceedings of the 2018 ACM International Computing Education Research Conference. Association for Computing Machinery, Chicago, USA 78–85. https://doi.org/10.1145/3230977.3230993
Maturkanič, P., Čergeťová, I., Konečná, I., Thurzo, V., Akimjak, A., Hlad, Ľ., ... & Petrikovičová, L. (2022). Well-Being in the Context of COVID-19 and Quality of Life in Czechia. International Journal of Environmental Research and Public Health, 19(12), 7164. http://dx.doi.org/10.3390/ijerph19127164
Maturkanič, P., Čergeťová, I., Králik, R., Hlad, Ľ., Roubalová, M., Martin, J. G., ... & Petrikovičová, L. (2022). The Phenomenon of social and pastoral service in Eastern Slovakia and Northwestern Czech Republic during the COVID-19 pandemic: Comparison of two selected units of former Czechoslovakia in the context of the perspective of positive solutions. International Journal of Environmental Research and Public Health, 19(4), 2480. http://dx.doi.org/10.3390/ijerph19042480
Milton, M., & Vozzo, L. (2013). Digital literacy and digital pedagogies for teaching literacy: Pre-service teachers’ experience on teaching rounds. Journal of Literacy and Technology, 14(1), 72-97.
Mirzajani, H., Mahmud, R., Ayub, A. F. M., & Wong, S. L. (2016). Teachers’ acceptance of ICT and its integration in the classroom. Quality Assurance in Education, 24(1), 26-40.
Murphy, M. (2020). COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy. Contemporary Security Policy, 41(3), 492-505.
Nerantzi, C. (2020). The use of peer instruction and flipped learning to support flexible blended learning during and after the COVID-19 Pandemic. International Journal of Management and Applied Research, 7(2), 184-195.
Onah, D. F., Sinclair, J., King, R., & Foss, J. (2014, November 17-19). Massive open online courses: learner participation. In Proceeding of the 7th international conference of education, research, and innovation, Seville, Spain (pp. 2348-2356).
Oyedotun, T. D. (2020). Sudden change of pedagogy in education driven by COVID-19: Perspectives and evaluation from a developing country. Research in Globalization, 2, 100029. https://doi.org/10.1016/j.resglo.2020.100029
Özüdoğru, G. (2021). Problems faced in distance education during Covid-19 Pandemic. Participatory Educational Research, 8(4), 321-333. http://dx.doi.org/10.17275/per.21.92.8.4
Petrikovičová, L., Kurilenko, V., Akimjak, A., Akimjaková, B., Majda, P., Ďatelinka, A., Biryukova, Y., et al. (2022). Is the size of the city important for the quality of urban life? comparison of a small and a large city. Sustainability, 14(23), 15589. MDPI AG. http://dx.doi.org/10.3390/su142315589
Pityana, N. B. (2009, June 7-10). Open distance learning in the developing world: Trends, progress, challenge [Conference presentation]. 23rd ICDE World Conference on Open Learning and Distance Education, Maastricht, the Netherlands.
Pokhrel, S., & Chhetri, R. (2021). A literature review on impact of COVID-19 pandemic on teaching and learning. Higher Education for the Future, 8(1), 133-141. https://doi.org/10.1177/2347631120983481
Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2021). Balancing Technology, Pedagogy and the New Normal: Post-pandemic Challenges for Higher Education. Postdigit Sci Educ, 3(1), 715–742 https://doi.org/10.1007/s42438-021-00249-1
Rippé, C. B., Weisfeld-Spolter, S., Yurova, Y., & Kemp, A. (2021). Pandemic pedagogy for the new normal: Fostering perceived control during COVID-19. Journal of Marketing Education, 43(2), 260-276.
Schwartzman, R. (2020). Performing pandemic pedagogy. Communication Education, 69(4), 502-517.
Sirotkin, A. V., Pavlíková M., Hlad Ľ., Králik R., Zarnadze I., Zarnadze S., Petrikovičová L. Impact of covid-19 on university activities: comparison of experiences from Slovakia and Georgia. Sustainability, 15(3), 1897. https://doi.org/10.3390/su15031897
Smith, R. A. (2021). Pandemic and post-pandemic digital pedagogy in hospitality education for generations Z, alpha, and beyond. Journal of Hospitality & Tourism Research, 45(5), 915-919.
Spector, J. M., Ifenthaler, D., Sampson, D. G., & Isaias, P. (2016). Competencies in teaching, learning and educational leadership in the digital age. Papers from CELDA 2014. Springer International Publishing.
Väätäjä, J. O., & Ruokamo, H. (2021). Conceptualizing dimensions and a model for digital pedagogy. Journal of Pacific Rim Psychology, 15(1), 1834490921995395.
Wen, K. Y. K., & Kim Hua, T. (2020). ESL Teachers' Intention in Adopting Online Educational Technologies during COVID-19 Pandemic. Journal of Education and E-learning Research, 7(4), 387-394.
Williamson, B., Eynon, R., & Potter, J. (2020). Pandemic politics, pedagogies, and practices: digital technologies and distance education during the coronavirus emergency. Learning, Media, and Technology, 45(2), 107-114.
Yates, A., Starkey, L., Egerton, B., & Flueggen, F. (2021). High school students’ experience of online learning during Covid-19: The influence of technology and pedagogy. Technology, Pedagogy and Education, 30(1), 59-73.
Yulia, H. (2020). Online learning to prevent the spread of pandemic corona virus in Indonesia. ETERNAL (English Teaching Journal), 11(1). https://doi.org/10.26877/eternal.v11i1.6068
Zha, S. (2021). Pandemic pedagogy in online hands-on learning for IT/IS courses. Communications of the Association for Information Systems, 48(1), 13-23.
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Sohaib Alam, Ansa Hameed
This work is licensed under a Creative Commons Attribution 4.0 International License.
CC-BY
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. All authors agree for publishing their email adresses, affiliations and short bio statements with their articles during the submission process.
