![]() ![]() COVID-19: a novel zoonotic disease caused by a coronavirus from China: what we know and what we don’t. COVID-19 pandemic and the impact on dental education: discussing current and future perspectives. Interactive Learning Environments, 26(2), 151-162. Multimedia and interactivity in distance learning of resuscitation guidelines: a randomised controlled trial. LeszczyÅ„ski, P., Charuta, A., Åaziuk, B., GaÅ‚Ä…zkowski, R., Wejnarski, A., Roszak, M., & KoÅ‚odziejczak, B. ![]() Review of Educational Research, 76(4), 567-605. Going the distance with online education. Journal of Educational Technology Systems, 46(1), 4-29. Issues and challenges for teaching successful online courses in higher education: A literature review. ![]() Kebritchi, M., Lipschuetz, A., & Santiague, L. Clinical features of patients infected with 2019 novel coronavirus in Wuhan, China. Huang, C., Wang, Y., Li, X., Ren, L., Zhao, J., Hu, Y. The difference between emergency remote teaching and online learning. Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. Educational Assessment, Evaluation and Accountability, 32, 1-17. Challenges of remote assessment in higher education in the context of COVID-19: a case study of Middle East College. The COVID-19 pandemic: Technology use to support the wellbeing of children. Eâ€learning markets and providers: some issues and prospects. Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Journal of Computing in Higher Education, 30(3), 452-465. Online learning in higher education: exploring advantages and disadvantages for engagement. An investigation of design constraints in the process of converting face-to-face course into online course. The handbook of blended learning: Global perspectives, local designs. COVID-19 and Distance Learning: Effects on Georgia State University School of Public Health Students. Īrmstrong-Mensah, E., Ramsey-White, K., Yankey, B., & Self-Brown, S. Staying the course: Online education in the United States, 2008. Covid-19 pandemic and online learning: the challenges and opportunities. The challenges faced by the respondents during the Covid-19 analysed through qualitative content analysis can be categorised into Personal Challenges, Limited Social Interaction, Technology Difficulties, Assessment Issues, and Concerns on Learning Materials and Methods. ÂĪdedoyin, O. The majority of the respondents (94%) believed that the quality of education suffered from the sudden shift to online education and 64% believed it is not as effective as the traditional face-to-face classroom interaction. Post Covid-19, 60% of the faculty prefers Blended Education (BE) while the students (65%) prefer the traditional classroom face-to-face interaction. Challenges and problems experienced by faculty (n=25) and students (n=421) were gathered through an online survey on December 2020 using Google Forms. Findings indicate that 98% of the respondents were gadget ready for online education for the first semester of SY 2020-2021, and the primary type implemented is Online Education Only (OEO) (n=369). This research investigated the challenges to online engineering education in higher educational institutions (HEIs) (n=4) in Eastern Visayas, Philippines. ![]() Various educational institutions, including the Philippines Commission on Higher Education (CHED), adapted to the limitations caused by the pandemic and recommended online education to reach students and learners remotely. The Covid-19 pandemic halted the normal operations of schools and universities around the world. ![]()
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