Author:
Valsaraj Blessy Prabha,More Bhakti,Biju Seena,Payini Valsaraj,Pallath Vinod
Abstract
Purpose
During COVID 19 pandemic emergency remote teaching (ERT) in higher education emerged and faculty members had to go through a transformation in teaching-learning without preparedness. The purpose of the study is to understand the instructional delivery experiences of faculty members, explore the challenges and how they overcame these challenges during the transition from traditional classroom teaching to ERT.
Design/methodology/approach
A qualitative research approach using phenomenology is adapted for the study. The study is conducted in selected renowned government and private universities offering professional education in India, Malaysia, Oman and the United Arab Emirates. Data analysis is using NVivo, data management software, based on Ricouer’s theory of interpretation.
Findings
The findings identify unique challenges and opportunities in faculty experiences during the implementation of ERT and universities require more preparedness in implementing a revised pedagogy. Addressing these unique challenges is, therefore, essential in effective change management and ensuring the effectiveness of instructional delivery.
Research limitations/implications
The study comprises faculty experiences from only selected countries (the United Arab Emirates, Oman, India and Malaysia) and disciplines such as business studies, design and architecture, engineering, hospitality and tourism management, medicine and nursing. The research contributes towards change management and adaptability strategies during emergency transitions.
Practical implications
The study has implications in the field of education, administration, research and society at large. This is an era of change that has witnessed tremendous possibilities of digital technology in enhancing remote teaching and learning at all levels of education worldwide. The study enumerates the factors influencing the paradigm shift in the pedagogy for present and future higher education. The present study also highlights how challenging this transformation was to the lives of professional academics and emphasized how effectively the faculty need to be mentored for the future by the administration. Future research can envisage effective tools and techniques for strengthening professional education at universities. The social context and human experiences in ERT and their impact on the process of learning are also addressed in the study.
Social implications
The study aims to understand the social context and human experiences in the process of ERT and their impact on the process of learning.
Originality/value
The findings of the study would throw light into the factors influencing the paradigm shift in the pedagogy for present and future higher education.
Subject
Education,Computer Science (miscellaneous)
Reference61 articles.
1. Challenges to E-learning success: the student perspective,2013
2. Online and remote learning in higher education institutes: a necessity in light of COVID-19 pandemic;Higher Education Studies,2020
3. The phenomenon of learning at a distance through emergency remote teaching amidst the pandemic crisis;Asian Journal of Distance Education,2020
4. COVID-19: an unexpected and unusual driver to online;International Higher Education,2020
5. Learning from experience in the midst of COVID-19: benefits, challenges, and strategies in online teaching;Computer-Assisted Language Learning Electronic Journal,2020
Cited by
20 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献