Transitioning to E-Learning during the COVID-19 Pandemic: How Have Higher Education Institutions Responded to the Challenge?

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  • Author(s): Turnbull, Darren (ORCID Turnbull, Darren (ORCID 0000-0003-0509-8564); Chugh, Ritesh (ORCID Chugh, Ritesh (ORCID 0000-0003-0061-7206); Luck, Jo (ORCID Luck, Jo (ORCID 0000-0002-5478-7289)
  • Language:
    English
  • Source:
    Education and Information Technologies. Sep 2021 26(5):6401-6419.
  • Publication Date:
    2021
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: [email protected]; Web site: https://link.springer.com/
    • Peer Reviewed:
      Y
    • Source:
      19
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      COVID-19; Pandemics; School Closing; Higher Education; Online Courses; Educational Technology; Technology Uses in Education; Barriers; Synchronous Communication; Asynchronous Communication; Access to Computers; Technological Literacy; College Faculty; College Students; Ethics; Privacy; Confidentiality; Blended Learning
    • Accession Number:
      10.1007/s10639-021-10633-w
    • ISSN:
      1360-2357
    • Abstract:
      Lockdowns, social distancing, and COVID safe hygiene practices have rendered the usual face-to-face course delivery options all but impossible for many higher education institutions worldwide. A forced transition to online learning has been the only viable option for preventing a wholesale closure of many institutions. The aim of this study is to identify the role of educational technologies in the transition from face-to-face to online teaching and learning activities during the COVID-19 pandemic. This paper identified five challenges to transitioning to online education experienced by higher education institutions: synchronous/asynchronous learning tool integration, access to technology, faculty and student online competence, academic dishonesty, and privacy and confidentiality. From the studies examined in this literature review, strategies for successful online implementation were also noted. These included: providing e-learning training support for faculty and students, fostering online learning communities, and expanding traditional face-to-face course delivery to incorporate more elements of blended learning. A Technology Enhanced Learning Hub that encapsulates the learning process within a modality-neutral learning space is presented as a suggested framework for delivering higher education programs in this challenging environment.
    • Abstract:
      As Provided
    • Publication Date:
      2021
    • Accession Number:
      EJ1308760