Pub Date : 2021-06-30DOI: 10.18870/hlrc.v11i1.1261
G. Burkholder, E. Krauskopf
We are pleased to publish the first regular issue of Higher Learning Research Communications (HLRC), which follows the Special Issue, Implications of COVID-19 on Higher Education. The pandemic continues to impact higher education; in many parts of the world, it is still resulting in classes being held remotely, while in other regions, classrooms are slowly reopening to face-to-face or hybrid instruction. As the manuscripts in the special issue, as well as those in the current issue, reflect, the implications of the pandemic on higher education will be far-reaching. We continue to encourage authors to submit empirical research and essays that document ways that higher education will be different as we emerge from the pandemic. The focus of the HLRC is on issues whose importance has been magnified by the pandemic, including digital teaching and learning, higher education and the public good, and the preparation of students in key 21st-century employability skills.
{"title":"Impact of Technology on Higher Education","authors":"G. Burkholder, E. Krauskopf","doi":"10.18870/hlrc.v11i1.1261","DOIUrl":"https://doi.org/10.18870/hlrc.v11i1.1261","url":null,"abstract":"We are pleased to publish the first regular issue of Higher Learning Research Communications (HLRC), which follows the Special Issue, Implications of COVID-19 on Higher Education. The pandemic continues to impact higher education; in many parts of the world, it is still resulting in classes being held remotely, while in other regions, classrooms are slowly reopening to face-to-face or hybrid instruction. As the manuscripts in the special issue, as well as those in the current issue, reflect, the implications of the pandemic on higher education will be far-reaching. We continue to encourage authors to submit empirical research and essays that document ways that higher education will be different as we emerge from the pandemic. The focus of the HLRC is on issues whose importance has been magnified by the pandemic, including digital teaching and learning, higher education and the public good, and the preparation of students in key 21st-century employability skills.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45770037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-24DOI: 10.18870/HLRC.V11I1.1191
Rocio E Duarte, Leticia Rodríguez
Objectives: The purpose of the study was to validate a measurement scale to assess self-perceived digital competencies of Mexican university students who have migrated from a mixed school-digital system to a fully digitalized educational environment because of COVID-19 confinement. The instrument was based on the European Union Digital Competence Framework. Method: 1,118 participants aged between 18 and 47 years completed the assessment. This included 677 females (60.6%) and 429 males (38.4%). Confirmatory factor analysis (CFA) was used to assess scale structure. Results: Results of the CFA showed an excellent fit to the data, C2/df = 3.27, p = .01, comparative fit index (CFI) = 0.97, root-mean-square error of approximation (RMSEA) = 0.05. Cronbach’s a values for the scale and subscales ranged from .78 to .83. Three of the four subscales predicted number of assignments completed and submitted, a measure of predictive validity. Conclusions: The Digital Competence Scale for Online Migration is a valid scale for Mexican students and demonstrates predictive validity. Implication for Theory and/or Practice: The scale may be useful in planning activities for the reinforcement of digital competencies and to identify difficulties and support specific pedagogy for online teaching/learning processes.
{"title":"Self-Perceived Digital Competencies in Educational Online Migration Due to COVID-19 Confinement","authors":"Rocio E Duarte, Leticia Rodríguez","doi":"10.18870/HLRC.V11I1.1191","DOIUrl":"https://doi.org/10.18870/HLRC.V11I1.1191","url":null,"abstract":"Objectives: The purpose of the study was to validate a measurement scale to assess self-perceived digital competencies of Mexican university students who have migrated from a mixed school-digital system to a fully digitalized educational environment because of COVID-19 confinement. The instrument was based on the European Union Digital Competence Framework. Method: 1,118 participants aged between 18 and 47 years completed the assessment. This included 677 females (60.6%) and 429 males (38.4%). Confirmatory factor analysis (CFA) was used to assess scale structure. Results: Results of the CFA showed an excellent fit to the data, C2/df = 3.27, p = .01, comparative fit index (CFI) = 0.97, root-mean-square error of approximation (RMSEA) = 0.05. Cronbach’s a values for the scale and subscales ranged from .78 to .83. Three of the four subscales predicted number of assignments completed and submitted, a measure of predictive validity. Conclusions: The Digital Competence Scale for Online Migration is a valid scale for Mexican students and demonstrates predictive validity. Implication for Theory and/or Practice: The scale may be useful in planning activities for the reinforcement of digital competencies and to identify difficulties and support specific pedagogy for online teaching/learning processes.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48848854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-11DOI: 10.18870/HLRC.V11I1.1232
Ardiyanto Ardiyanto, Taufik Mulyadin, Adinda Mutiara Santi, I. B. Dharma
Objectives: The purpose of this descriptive study was to understand the instructional methods, quality, and challenges in online instruction as industrial engineering instructors in Indonesia transitioned from face-to-face to fully online instruction during the COVID-19 pandemic. Methods: Instructors were invited to complete a survey that requested perceptions on methods, perceived quality, and challenges regarding course delivery and assessment in their online classrooms. Results: Despite the fact that more than half of the participants (59%) had some training, the majority (63%) reported that they had no experience in conducting online classrooms. Furthermore, more than 50% of the participants described the quality of the course delivery and assessment as the same or inferior to traditional classrooms. Most participants reported having an issue with measuring student involvement or gaining class interaction. Regarding the course assessment, the vast majority of the participants reported concerns about integrity issues associated with assignments and exams. Implications for Practice and Conclusion: Since instructors reported intention to continue online instruction post-pandemic, industrial engineering programs can begin strengthening the online learning infrastructure and providing some training to the instructors to minimize the discrepancies between face-to-face and online instruction.
{"title":"Online Classrooms During COVID-19 Pandemic: A Survey of Industrial Engineering Instructors in Indonesia","authors":"Ardiyanto Ardiyanto, Taufik Mulyadin, Adinda Mutiara Santi, I. B. Dharma","doi":"10.18870/HLRC.V11I1.1232","DOIUrl":"https://doi.org/10.18870/HLRC.V11I1.1232","url":null,"abstract":"Objectives: The purpose of this descriptive study was to understand the instructional methods, quality, and challenges in online instruction as industrial engineering instructors in Indonesia transitioned from face-to-face to fully online instruction during the COVID-19 pandemic. Methods: Instructors were invited to complete a survey that requested perceptions on methods, perceived quality, and challenges regarding course delivery and assessment in their online classrooms. Results: Despite the fact that more than half of the participants (59%) had some training, the majority (63%) reported that they had no experience in conducting online classrooms. Furthermore, more than 50% of the participants described the quality of the course delivery and assessment as the same or inferior to traditional classrooms. Most participants reported having an issue with measuring student involvement or gaining class interaction. Regarding the course assessment, the vast majority of the participants reported concerns about integrity issues associated with assignments and exams. Implications for Practice and Conclusion: Since instructors reported intention to continue online instruction post-pandemic, industrial engineering programs can begin strengthening the online learning infrastructure and providing some training to the instructors to minimize the discrepancies between face-to-face and online instruction.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47298096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-05DOI: 10.18870/HLRC.V11I1.1186
Donna Russell
Objectives: The purpose of this paper is to comprehensively describe and justify the case design of an approach for the integration of synchronous virtual meetings to support nontraditional online doctoral candidates. As more nontraditional doctoral students are completing their degree programs virtually through online universities, the nature of their degree progression and the development of critical knowledge and skills differ from traditional on-campus programs. Method: The case design of an approach to integrating synchronous online interactive meetings to support these learners is identified and justified through references to research in the learning sciences including sociocultural learning, heutagogy, and constructivist instructional design methods. The instructional design process resulted in a scaled schedule of interactions linked to the development of specific cognitive processes, academic skills, and expert knowledge required by doctoral candidates for successful completion of their degree programs. Results: This case design study resulted in identification of developmentally phased synchronous interactions designed to support online nontraditional doctoral candidates. The interactions identified were linked to the development of critical processes, skills, and knowledge to increase the effectiveness and efficiency of the candidate’s progress. Conclusions: The results identified how the integration of synchronous virtual meetings to support online nontraditional doctoral candidates throughout their programs can both increase the development of the advanced knowledge required by these learners and the collaboration needed between mentor and mentee for the online learners to be successful.
{"title":"Design, Development, Implementation, and Support (DDIS): A Curriculum Supporting Online Doctoral Candidates","authors":"Donna Russell","doi":"10.18870/HLRC.V11I1.1186","DOIUrl":"https://doi.org/10.18870/HLRC.V11I1.1186","url":null,"abstract":"Objectives: The purpose of this paper is to comprehensively describe and justify the case design of an approach for the integration of synchronous virtual meetings to support nontraditional online doctoral candidates. As more nontraditional doctoral students are completing their degree programs virtually through online universities, the nature of their degree progression and the development of critical knowledge and skills differ from traditional on-campus programs. Method: The case design of an approach to integrating synchronous online interactive meetings to support these learners is identified and justified through references to research in the learning sciences including sociocultural learning, heutagogy, and constructivist instructional design methods. The instructional design process resulted in a scaled schedule of interactions linked to the development of specific cognitive processes, academic skills, and expert knowledge required by doctoral candidates for successful completion of their degree programs. Results: This case design study resulted in identification of developmentally phased synchronous interactions designed to support online nontraditional doctoral candidates. The interactions identified were linked to the development of critical processes, skills, and knowledge to increase the effectiveness and efficiency of the candidate’s progress. Conclusions: The results identified how the integration of synchronous virtual meetings to support online nontraditional doctoral candidates throughout their programs can both increase the development of the advanced knowledge required by these learners and the collaboration needed between mentor and mentee for the online learners to be successful.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48763143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-25DOI: 10.18870/HLRC.V11I1.1210
Gleyvis Coro-Montanet, Julia Sánchez-Ituarte, Ana de la Hoz-Calvo, María Jesús Pardo-Monedero
Task trainer simulators are often used in medical programs for bachelor’s degree students when teaching procedural skills. They provide the opportunity to practice dangerous maneuvers that students are not ready to perform on real patients yet. The rise of technology has vastly expanded the availability of these devices for use in teaching. To develop a protocol that would account for the complexities of psychomotor learning, based on student progress, and improve training quality, we designed a protocol for the bachelor’s degree program in dentistry. We justify the key elements of the proposal and explain the full working protocol.
{"title":"Protocol for Conducting Procedural Skills Training With Simulators: A Critical Proposal","authors":"Gleyvis Coro-Montanet, Julia Sánchez-Ituarte, Ana de la Hoz-Calvo, María Jesús Pardo-Monedero","doi":"10.18870/HLRC.V11I1.1210","DOIUrl":"https://doi.org/10.18870/HLRC.V11I1.1210","url":null,"abstract":"Task trainer simulators are often used in medical programs for bachelor’s degree students when teaching procedural skills. They provide the opportunity to practice dangerous maneuvers that students are not ready to perform on real patients yet. The rise of technology has vastly expanded the availability of these devices for use in teaching. To develop a protocol that would account for the complexities of psychomotor learning, based on student progress, and improve training quality, we designed a protocol for the bachelor’s degree program in dentistry. We justify the key elements of the proposal and explain the full working protocol.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47653571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-22DOI: 10.18870/HLRC.V11I0.1218
Lee M. Stadtlander, Amy Sickel
Objectives: Using the lens of the virtual workplace model, the current basic qualitative study examined how COVID-19 self-isolation affected both online and land-based faculty (working online as an emergency due to COVID-19) workspaces and work processes. Method: A total of 20 online and six land-based faculty completed e-mail interviews both one month and 3 months post self-isolation. Results: Online faculty were more satisfied with their home workplace, but both groups felt more negative about their online work, as they felt a loss of freedom and independence due to the isolation. Conclusions: Findings indicated that both land-based and online faculty showed indications of stress due to self-isolation, which in turn affected their feelings about work. Gaining a sense of control seems to be essential to reducing stress over time. Implication for theory and/or practice: Future researchers may wish to examine the relationship of feelings of employee burnout to the stress of the pandemic. How working from home interacts with burnout is not yet known, particularly for online faculty. Both employers and virtual workers may wish to utilize the study’s findings in recognizing a need for control in virtual workers.
{"title":"A Qualitative Study Examining Home as Faculty Workplace During COVID-19 Self-Isolation","authors":"Lee M. Stadtlander, Amy Sickel","doi":"10.18870/HLRC.V11I0.1218","DOIUrl":"https://doi.org/10.18870/HLRC.V11I0.1218","url":null,"abstract":"Objectives: Using the lens of the virtual workplace model, the current basic qualitative study examined how COVID-19 self-isolation affected both online and land-based faculty (working online as an emergency due to COVID-19) workspaces and work processes. Method: A total of 20 online and six land-based faculty completed e-mail interviews both one month and 3 months post self-isolation. Results: Online faculty were more satisfied with their home workplace, but both groups felt more negative about their online work, as they felt a loss of freedom and independence due to the isolation. Conclusions: Findings indicated that both land-based and online faculty showed indications of stress due to self-isolation, which in turn affected their feelings about work. Gaining a sense of control seems to be essential to reducing stress over time. Implication for theory and/or practice: Future researchers may wish to examine the relationship of feelings of employee burnout to the stress of the pandemic. How working from home interacts with burnout is not yet known, particularly for online faculty. Both employers and virtual workers may wish to utilize the study’s findings in recognizing a need for control in virtual workers.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46374529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-08DOI: 10.18870/HLRC.V11I0.1225
M. Weisman
Due to wildfires in fall of 2019 and the COVID-19 pandemic in spring of 2020, Sonoma State University lost 50 service-learning courses, and as a result, almost 900 fewer students completed a service-learning course than the previous year. During the summer of 2020, the Center for Community Engagement began developing service-learning projects that were designed to be done remotely and address either COVID-19 or engage students with involvement in the fall 2020 election. Later, opportunities to address racial injustice and the wildfires were integrated. The opportunities described require active participation but remotely within the community; however, it is possible that students find it challenging to connect their remote experiences to real community need and academic and civic learning. The flexibility and creativity developed for remote service learning are essential in the ongoing adjustment to the changing needs of our students and community partner.
{"title":"Remote Community Engagement in the Time of COVID-19, a Surging Racial Justice Movement, Wildfires, and an Election Year","authors":"M. Weisman","doi":"10.18870/HLRC.V11I0.1225","DOIUrl":"https://doi.org/10.18870/HLRC.V11I0.1225","url":null,"abstract":"Due to wildfires in fall of 2019 and the COVID-19 pandemic in spring of 2020, Sonoma State University lost 50 service-learning courses, and as a result, almost 900 fewer students completed a service-learning course than the previous year. During the summer of 2020, the Center for Community Engagement began developing service-learning projects that were designed to be done remotely and address either COVID-19 or engage students with involvement in the fall 2020 election. Later, opportunities to address racial injustice and the wildfires were integrated. The opportunities described require active participation but remotely within the community; however, it is possible that students find it challenging to connect their remote experiences to real community need and academic and civic learning. The flexibility and creativity developed for remote service learning are essential in the ongoing adjustment to the changing needs of our students and community partner.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48363078","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-05DOI: 10.18870/HLRC.V11I0.1203
Jorge Chávez, R. Barrera, R. Montaño, Jaime Sánchez, Jaime Fauré
The COVID-19 pandemic has forced educational institutions to adopt online tools in order to conduct emergency remote teaching and make efficient use of virtual learning contexts. However, although these contexts may serve to improve teaching processes, a number of issues must be taken into consideration in order to ensure quality student learning. We analyze a computer programming module taught during the first year of a Computer Science degree course at a Chilean university. The module is taught online using a Learning Management System (LMS). We discuss the type of participation required in order to achieve the construction of more complex knowledge in virtual contexts, including the need for students to formulate and post longer messages. We also emphasize the need for these messages to be simple and precise. Furthermore, we observe a relationship between the final grades obtained by students and the levels of information and quality of the messages that they post. Our results reveal that students with a positive perception of their own learning are not necessarily those who contribute to the highest level. Finally, we discuss the need for particular attention to be paid to the guidelines that define activities, as these have a considerable influence on the generation of dialogue that is conducive to the construction of new knowledge.
{"title":"Quality of Online Learning Participation in a Context of Crisis","authors":"Jorge Chávez, R. Barrera, R. Montaño, Jaime Sánchez, Jaime Fauré","doi":"10.18870/HLRC.V11I0.1203","DOIUrl":"https://doi.org/10.18870/HLRC.V11I0.1203","url":null,"abstract":"The COVID-19 pandemic has forced educational institutions to adopt online tools in order to conduct emergency remote teaching and make efficient use of virtual learning contexts. However, although these contexts may serve to improve teaching processes, a number of issues must be taken into consideration in order to ensure quality student learning. We analyze a computer programming module taught during the first year of a Computer Science degree course at a Chilean university. The module is taught online using a Learning Management System (LMS). We discuss the type of participation required in order to achieve the construction of more complex knowledge in virtual contexts, including the need for students to formulate and post longer messages. We also emphasize the need for these messages to be simple and precise. Furthermore, we observe a relationship between the final grades obtained by students and the levels of information and quality of the messages that they post. Our results reveal that students with a positive perception of their own learning are not necessarily those who contribute to the highest level. Finally, we discuss the need for particular attention to be paid to the guidelines that define activities, as these have a considerable influence on the generation of dialogue that is conducive to the construction of new knowledge.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49138124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-04DOI: 10.18870/HLRC.V11I0.1195
Águeda Benito, Kübra Doğan Yenisey, K. Khanna, Manuel Felipe Masis, R. Monge, Mehmet Ali Tuğtan, Luis Diego Vega Araya, Rekha Vig
Objectives: The goal of the present study is to describe how the transition to remote emergency delivery was addressed in three universities during the COVID-19 pandemic, to determine the satisfaction levels of their students and faculty with this new teaching-learning experience, and to gather their opinions about the future of higher education. Method: The study uses a mixed-methods approach, including faculty and student surveys and focus groups Results: The study shows high satisfaction with the emergency remote delivery and clearly reflects the relevance of enhancing the digital components of future learning experiences in higher education and a unanimous preference for hybrid education. Participants provide recommendations to institutions regarding what students and faculty would like to keep for a more effective learning experience when the new normal comes. Conclusions: COVID-19 has had terrible consequences; however, the pandemic has brought along some positive effects and improvement opportunities in higher education, and, if the results of the present study are any indication, the future of face-to-face higher education should be hybrid. Implication for Theory and/or Practice: The study results can provide recommendations and inform decision-making by institutional leaders and policy makers regarding the necessary enhancement of the digital component of the teaching and learning process in higher education.
{"title":"Changes That Should Remain in Higher Education Post COVID-19: A Mixed-Methods Analysis of the Experiences at Three Universities","authors":"Águeda Benito, Kübra Doğan Yenisey, K. Khanna, Manuel Felipe Masis, R. Monge, Mehmet Ali Tuğtan, Luis Diego Vega Araya, Rekha Vig","doi":"10.18870/HLRC.V11I0.1195","DOIUrl":"https://doi.org/10.18870/HLRC.V11I0.1195","url":null,"abstract":"Objectives: The goal of the present study is to describe how the transition to remote emergency delivery was addressed in three universities during the COVID-19 pandemic, to determine the satisfaction levels of their students and faculty with this new teaching-learning experience, and to gather their opinions about the future of higher education. Method: The study uses a mixed-methods approach, including faculty and student surveys and focus groups Results: The study shows high satisfaction with the emergency remote delivery and clearly reflects the relevance of enhancing the digital components of future learning experiences in higher education and a unanimous preference for hybrid education. Participants provide recommendations to institutions regarding what students and faculty would like to keep for a more effective learning experience when the new normal comes. Conclusions: COVID-19 has had terrible consequences; however, the pandemic has brought along some positive effects and improvement opportunities in higher education, and, if the results of the present study are any indication, the future of face-to-face higher education should be hybrid. Implication for Theory and/or Practice: The study results can provide recommendations and inform decision-making by institutional leaders and policy makers regarding the necessary enhancement of the digital component of the teaching and learning process in higher education.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42440962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.18870/HLRC.V11I0.1256
G. Burkholder, E. Krauskopf
{"title":"Implications of COVID-19 on Higher Education (Audio Summary of Articles - English)","authors":"G. Burkholder, E. Krauskopf","doi":"10.18870/HLRC.V11I0.1256","DOIUrl":"https://doi.org/10.18870/HLRC.V11I0.1256","url":null,"abstract":"","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":"11 1","pages":"10"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67688046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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