Emergency Remote Education and its Impact on Higher Education: A Temporary or Permanent Shift in Instruction?
dc.contributor.author | Linnes, Cathrine | |
dc.contributor.author | Ronzoni, Giulio | |
dc.contributor.author | Agrusa, Jerome | |
dc.contributor.author | Lema, Joseph | |
dc.date.accessioned | 2022-10-26T10:44:44Z | |
dc.date.available | 2022-10-26T10:44:44Z | |
dc.date.created | 2022-10-10T12:07:16Z | |
dc.date.issued | 2022 | |
dc.identifier.citation | Education Sciences. 2022, 12 (10), Artikkel 721. | en_US |
dc.identifier.issn | 2227-7102 | |
dc.identifier.uri | https://hdl.handle.net/11250/3028393 | |
dc.description.abstract | The COVID-19 pandemic has led to problems and upheaval throughout the higher-education sector, with university campuses ceasing face-to-face instruction and with assessments shifting to an online model for a few years. As a result, the pandemic prompted educators to teach online, utilizing online lectures, narrated power points, audio snippets, podcasts, instant messaging, and interactive videos, whereas traditional universities had primarily relied on in-person courses. Evaluations, which included assignments and multiple-choice questions, were conducted online, forcing lecturers to reconsider how deliverables were set up to prevent students from having easy access to the answers in a textbook or online. Learning from college students’ experiences throughout this time period will assist higher-education stakeholders (administration, faculty, and students) in adapting future online course delivery selections for higher education. In this study, we investigated the experiences of students learning from a distance, as well as aspects of their learning. We provide recommendations for higher education. The COVID-19 pandemic has clearly resulted in the largest distance-learning experiment in history. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | MDPI | en_US |
dc.rights | Navngivelse 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/deed.no | * |
dc.subject | emergency remote education | en_US |
dc.subject | ERE | en_US |
dc.subject | COVID-19 | en_US |
dc.subject | higher education | en_US |
dc.subject | online learning | en_US |
dc.subject | digitalization | en_US |
dc.subject | SWOT | en_US |
dc.title | Emergency Remote Education and its Impact on Higher Education: A Temporary or Permanent Shift in Instruction? | en_US |
dc.type | Peer reviewed | en_US |
dc.type | Journal article | en_US |
dc.description.version | publishedVersion | en_US |
dc.rights.holder | © 2022 by the authors. | en_US |
dc.subject.nsi | VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280 | en_US |
dc.source.volume | 12 | en_US |
dc.source.journal | Education Sciences | en_US |
dc.source.issue | 10 | en_US |
dc.identifier.doi | 10.3390/educsci12100721 | |
dc.identifier.cristin | 2060023 | |
dc.source.articlenumber | 721 | en_US |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 1 |
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