Hide
Show all
Email this article Pandemic and Digital Transformation. Challenges to Higher Education
Abstract
The article considers the consequences of the COVID-19 pandemic for higher education in Ukraine and in the world. The results of research by the International Association of Universities, the European University Association, the European Association for International Education are analyzed. The impact of the pandemic on teaching and learning is determined. International academic mobility and cooperation, as well as the financial situation of higher education are described. In addition, diffculties, fears and challenges faced by higher education institutions around the world during the corona crisis, which require swift and adequate action, are presented. The main part of the article shows the results of a survey of teachers and students of higher education institutions of Ukraine, devoted to the analysis of problems and challenges faced by students in the transition to distance learning, as well as new productive opportunities created by the online format. The main problems faced by the main participants in the educational process include the quality of teaching and organization of the distance learning process, the growth of the workload of teachers and students, technical and fiancial problems. The results of the survey show both the assessment and satisfaction with the measures already taken by higher education institutions to ensure quality and effective distance learning, and help to understand the next productive steps to be taken to expand teaching and distance learning opportunities and access to learning opportunities during life. Educators’ assessment of the opportunities and benefis created by the distance learning format demonstrates the motivation of teachers to improve their own skills and abilities, mastering the new tools required by the distance learning format. In the case of students, such advantages become first of all economical ones, e.g. expansion of opportunities for a combination of study and work as well as economy of time and means.
Keywords
Full Text:
PDFReferences
Literature
Adnan, M., Anwar, K. (2020). Online Learning amid the COVID-19 Pandemic: Students’ Perspectives. Journal of Pedagogical Sociology and Psychology, 2(1), 45–51. DOI: https://doi.org/10.33902/JPSP.2020261309
Graham, C.R. (2018). Current Research in Blended Learning. In M.G. Moore, W.C. Diehl (Eds.), Handbook of Distance Education (4th ed., pp. 173–188). New York: Routledge. DOI: https://doi.org/10.4324/9781315296135
Hanushek, E.A., Woessmann, L. (2020). The Economic Impact of Learning Losses. Education Working Papers, 225. OECD Publishing.
König, J., Jäger-Biela, D.J., Glutsch, N. (2020). Adapting to Online Teaching during COVID-19 School Closure: Teacher Education and Teacher Competence Effects among Early Career Teachers in Germany. European Journal of Teacher Education, 43(4), 608–622. DOI: https://doi.org/10.1080/02619768.2020.1809650
Lazarenko, N., Hurevych, R.S., Kizim, S.S. (2021). Transformational Processes in Education. Visnyk Naps. Ukraine, 3(1). DOI: https://doi.org/10.37472/2707-305X-2021-3-1-3-2
Lo, C.M., Han, J., Wong, E.S.W., Tang, C.C. (2021). Flexible Learning with Multicomponent Blended Learning Mode for Undergraduate Chemistry Courses in the Pandemic of COVID-19. Interactive Technology and Smart Education, 18(2), 175–188. DOI: https://doi.org/10.1108/ITSE-05-2020-0061
Nychkalo, N., Lukianova, L. (2021). Cross Curriculum Interaction in Teacher Training as Pedagogical Reality. Interdisciplinary Studies of Complex Systems, 19, 94–108. DOI: https://doi.org/10.31392/iscs.2021.19.094
Picciano, A.G. (2017). Theories and Frameworks for Online Education: Seeking an Integrated Model. Online Learning, 21(3), 166–190. DOI: https://doi.org/10.24059/olj.v21i3.1225
Spitzer, M.W.H., Furtner, M. (2016). Being Physically Active Versus Watching Physical Activity – Effects on Inhibitory Control. Trends in Neuroscience and Education, 5(1), 30–33. DOI: https://doi.org/10.1016/j.tine.2016.02.003
Netography
Bilton, N. (2014). Steve Jobs Was a Low-Tech Parent. The New York Times, Sept. 10. Retrieved from: https://www.nytimes.com/2014/09/11/fashion/steve-jobs-apple-was-a-low-tech-parent.html?_r=0 (access: 29.12.2021).
Kim, J. (2020). Teaching and Learning after COVID-19. Inside Higher Ed. Apr. 1. Retrieved from: https://www.insidehighered.com/digital-learning/blogs/learning-innovation/teaching-andlearning-after-covid-19 (access: 15.12.2021).
Kohut, І. (2020). Coronavirus and Education. The UNDP Human Rights for Ukraine project funded by the Danish Ministry of Foreign Affairs. Retrieved from: https://cedos.org.ua/uk/articles/koronavirus-ta-osvita-analiz-problem-i-naslidkivpandemii (access: 22.12.2021).
Lederman, D. (2020). Will Shift to Remote Teaching Be Boon or Bane for Online Learning? Inside Higher Ed. March 18. Retrieved from: https://www.insidehighered.com/digital-learning/article/2020/03/18/most-teaching-going-remote-will-help-or-hurt-online-learning (access: 25.12.2021).
Resolution of the Cabinet Ministers of Ukraine no. 211 of 11 March 2020 on prevention of the spread of coronavirus COVID-19 on the territory of Ukraine. Retrieved from: https://zakon.rada.gov.ua/laws/show/211-2020-%D0%BF#Text (access: 12.12.2021).
Tam, G., El-Azar, D. (2020). Three Ways the Coronavirus Pandemic Could Reshape Education. World Economic Forum. Retrieved from: https://www.weforum.org/agenda/2020/03/3-ways-coronavirus-is-reshaping-education-and-what-changes-might-be-here-to-stay/ (access: 12.12.2021).
World Bank. (2020). COVID-19 to Add as Many as 150 Million Extreme Poor by 2021. Retrieved from: https://www.worldbank.org/en/news/press-release/2020/10/07/covid-19-to-addas-manyas-150-million-extreme-poor-by-2021 (access: 12.12.2021).
DOI: http://dx.doi.org/10.17951/j.2022.35.1.7-17
Date of publication: 2022-04-29 12:29:44
Date of submission: 2022-02-16 15:13:46
Statistics
Indicators
Refbacks
- There are currently no refbacks.
Copyright (c) 2022
This work is licensed under a Creative Commons Attribution 4.0 International License.