Electronic Journal of e-Learning

From Emergency Remote Teaching to an Online Educational Ecosystem: An Ecuadorian University Case Study

2024-07-01T10:56:19+00:00

This case study examines the experience of Universidad Andina Simón Bolívar (UASB-E), a traditionally face-to-face institution in Ecuador, as it transitioned to online learning during and after the COVID-19 pandemic. Drawing on data from interviews, surveys, and document analysis, the study explores the challenges and opportunities associated with this rapid shift, offering insights for rethinking and redesigning higher education in the post-pandemic world. Prior to the pandemic, UASB-E primarily relied on face-to-face teaching with limited use of its virtual learning environment. In response to the crisis, the university quickly mobilized to migrate its entire educational offering online, initially adopting an emergency remote teaching approach focused on synchronous videoconferencing. However, student preferences and the need for a sustainable solution prompted UASB-E to rethink its online learning model. The study identifies six key dimensions of UASB-E's improvement in its capacity to deliver online education: (1) Technological Infrastructure and Digital Processes: Enhanced technological infrastructure and streamlined digital processes in management, administration, and academics, laying the foundation for a robust online learning environment. (2) Pedagogical Innovation: Recognizing the limitations of replicating face-to-face teaching online, UASB-E embraced activity-based instructional design, asynchronous online education, and collaborative learning strategies, promoting deeper engagement and personalized learning experiences. (3) Accessibility and Inclusivity: By leveraging the flexibility of online learning, UASB-E expanded its reach beyond its physical campus, reaching students across Ecuador who might not have otherwise accessed higher education, demonstrating the potential of online learning to democratize access to quality education. (4) Programme Diversification: Beyond emergency measures, UASB-E is strategically diversifying its academic offerings, developing new face-to-face, blended, and fully online programmes, allowing for flexibility and catering to diverse student needs and learning preferences. (5) Faculty Training and Development: Implemented a comprehensive training programme focusing on both the instrumental skills of managing online platforms and the pedagogical aspects of designing engaging and effective online learning experiences. (6) Assessment and Feedback: The study highlights the need for a more reflective and analytical approach to assessment and feedback in online environments, with efforts to improve feedback timeliness, individual support, and communication providing valuable lessons for other institutions. Beyond UASB-E's specific experience, the study emphasizes the importance of collaboration and cross-sectoral strategies in building resilient and comprehensive education systems for the future. It also underscores the need for new approaches to learning ecologies that leverage technology effectively while ensuring equitable, inclusive, and high-quality education for all. This case study offers valuable insights for higher education institutions navigating the rapidly evolving landscape of online learning. By understanding the challenges and opportunities that emerged from UASB-E's experience, other institutions can make informed decisions about their own online learning strategies and contribute to shaping a more resilient and flexible future for higher education.

An Overview of Arabic Language Open Educational Resources (OER) for Primary and Secondary Education and Their Use in Offline Environments

2024-06-09T15:26:18+00:00

Open educational resource (OER) initiatives have opened new avenues for educational opportunities, yet OER adoption levels globally remain low. Two significant obstacles to more widespread adoption of OER are the challenge of internet connectivity that nearly half the world’s population still faces, and the lack of locally-relevant (e.g. in terms of language and curricula) OER resources. This article’s contribution is twofold. First, it presents a qualitative landscape analysis of existing primary- and secondary-level Arabic-language digital OERs and of the initiatives that provide these resources. Second, it details applied research via a case study, wherein appropriate resources identified in the analysis were subsequently curated for inclusion in an offline digital library currently being used in schools in Northeast Syria that offers all Open resources. Results from the landscape analysis indicate a limited quantity of Arabic-language OER content available for primary and secondary education. Furthermore, multiple challenges hinder the adoption of OER in resource-constrained settings. Accordingly, recommendations are made that could help to improve these resources' ability to be used, particularly drawing from the article’s applied case study for examples. Given the case study’s application of providing locally-relevant OER resources in an offline setting, this article provides a real-world example of furthering open e-learning, despite infrastructural, linguistic, and socio-political challenges. As such, it advances research supporting innovative e-learning practice, and should be of interest for scholars and practitioners interested in furthering the adoption of open e-learning in low-resource settings globally.

The Analysis of Learning Performance Satisfaction for Physical and Online Learning: A Case Study from Taiwan

2024-08-10T14:03:06+00:00

Management education, continuously evolving since the 1990s, recognizes the need to develop proficient management professional’s adept at strategic decision-making. The present research delves into the effectiveness of a management course for first-year students at a chosen School of Management, underlining its paramount importance in ensuring student retention and bolstering departmental stability. The purpose of this research is to evaluate the effectiveness of traditional physical and online learning methods in a management course for first-year students at a university in Taiwan, focusing on students' satisfaction with their learning performance. The study aims to compare the educational efficacy of these two instructional modes and analyze the variations in student performance and satisfaction. The methodology involved a longitudinal design with data collection from first-year students in 2022 (online learning) and 2023 (physical learning). The research employed pre-test and post-test evaluations, regression analysis, and Importance-Performance Analysis (IPA) to assess the impact of course units on students' learning satisfaction. This study employed regression analysis to determine the influence of enhancing "Management Basis" and "Management Operations" on satisfaction. The results revealed that online learning outperformed physical learning in terms of overall student satisfaction, particularly in understanding "Management Basis" and "Management Operations." However, physical learning demonstrated higher improvements in student scores and satisfaction, particularly in areas requiring detailed explanations and hands-on engagement, such as "Control Tools.". The novelty of this research lies in its comparative approach to evaluating two distinct learning environments during a critical period marked by the COVID-19 pandemic. The findings offer valuable insights into how different teaching modalities impact student satisfaction and learning outcomes, providing guidance for educators to refine instructional strategies to enhance student learning efficacy across different formats. The study underscores the importance of adapting teaching methods to suit the specific demands of online and physical learning environments.