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The Covid-19 pandemic has major negative consequences for health and economy. At the same time, the crisis paves the way for innovation. In the university sector, societal measures implemented to curb the spread of Covid-19 have made all teaching activities 100% digital, in effect creating the online university overnight. In this paper, we present...
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... follow the recommendation from Yin (2014) to include multiple sources of data in our case study, as summarized in Table 1 & 2. First, we conducted 28 semi-structured interviews (Kvale, 2008) with managers, professors, digitalization staff and students distributed equally across the two departments. All interviews took place during the first four weeks of the Covid-19 response period-medio March to medio April 2020. ...Similar publications
In this paper, we strive to provide a primer for students on how to thrive and learn effectively in engineering education in the volatile, uncertain, complex, and ambiguous (VUCA) times following the onset of the COVID-19 global pandemic, which has disrupted the educational enterprise massively with universities physically closing in many parts of...
Universities and colleges worldwide have quickly moved campus-based classes to virtual spaces due to the COVID-19 pandemic. This article explores the impact of this sudden transition of learning and teaching based on experiences and evidence from six institutions across three countries. Our findings suggest that although online and remote learning...
Learning has experienced a shift in these modern periods of a global pandemic, and the measurement would still require a lot of innovation and intervention. In pandemic times, the face of higher education will never be what it used to be; everything is subject to change. This paper analysed the state of online learning and assessment with the use o...
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... Digital transformation is giving much attention in both practice and research, and it has been regarded as the most relevant technology presently (Wessel et al., 2020). Moreover, many organizations have to implement digital transformation due to COVID-19 pandemic so as to manage the crisis and be able to perform their functions (Haslam et al., 2020). ...
Digital transformation is the application of technology to build new business models, processes, software and systems that result in more profitable revenue, greater competitive advantage and higher efficiency. The factors influencing digital transformation in the higher educational sector were examined in this study. Specifically, data was drawn from 400 respondents and the following variables: organizational IT application portfolio, organizational culture, organizational structure, leadership and ethics predict digital transformation in higher educational sector by using regression analysis. The researcher found that the organizational culture contribution was the highest by predicting 78.9% of digital transformation in the higher education sector.
... A few studies have investigated faculty experiences and reactions during the rapid transition to ERT in the spring of 2020 (for example, Haslam et al., 2020;Johnson et al., 2020). These investigations reveal that most instructors, with and without prior online teaching experience, had to adjust their course requirements, teaching methods, and learning activities. ...
... Consistent with the research conducted so far on faculty ERT experiences during the coronavirus pandemic, participants in this study reported changes to their teaching strategies, learning activities, and course material (Haslam et al., 2020;Johnson et al., 2020). These changes were mainly implemented to support student engagement and interactions with peers, instructor, and course material. ...
The aim of this phenomenological study is to provide a deeper understanding of the impact of remote teaching on instructors’ perceptions of online learning and future teaching practices amid the COVID-19 pandemic. Interpretative phenomenological analysis was used to analyze open-ended semi-structured interviews conducted with five higher education faculty in Saudi Arabia. Three major themes were identified: enhancing student engagement; increased awareness of technology affordances and constraints; and moving from emergency remote teaching to technology-enhanced and blended learning. Participants of this study were mainly concerned about finding ways to support active student engagement in this new learning environment, which in turn increased their awareness of the educational affordances and constraints of online learning and technologies. Participants’ deeper understanding of the potential of online technologies in supporting student learning, as well as their own and students’ increased familiarity and comfort with online learning and technologies, served as the main drivers for potential future implementation of blended learning and technology-enhanced teaching practices. With that said, participants were still apprehensive about engaging in fully online teaching, arguing that blended strategies and enhanced-technology integration are more likely to overcome some of the limitations of face-to-face teaching and improve the overall learning experience for their students. Discussion of these findings in relation to the extant literature and their implications for higher education institutions moving forward are provided.
