banner
Home > Open Journal Systems

Effects of COVID-19-related pedagogical shifts on the future of online education

Hassan Abuhassna, Bosede Iyiade Edwards, Samer Alnawajha, Fareed Awae, Mohamad Azrien Bin Mohamed Adnan, Ismail Duramae

Abstract


A thorough analysis of the effects of the COVID-19 pandemic on online education was necessary since the pandemic caused an unprecedented shift in the educational landscape. Adhering to the PRISMA technique, this systematic review examines 38 relevant publications to reveal the substantial changes that have taken place in the field of online education. Learning outcomes, pedagogical shifts, repercussions, obstacles, and future plans are all part of the scope. The study states that because to the pandemic, online education saw significant changes, which allowed for pedagogical breakthroughs and rapid integration of technology. Online education has seen new opportunities arise as a result of these changes, with a focus on adaptability and creativity. Online education’s future and the educational experiences of subsequent generations will be greatly influenced by the insights gained by the institutions, students, and teachers that arose from the pandemic. An adaptable and dynamic educational system that welcomes new ideas, tools, and methods as ways to triumph over adversity will be the enduring effect. This extensive examination of the expansion of online education during the pandemic shows how the sector has endured as an adaptive and ever-changing educational enterprise that adapts to new circumstances. The knowledge acquired throughout this time continues to shape and improve education, making the future brighter for teachers and students in the face of changing standards and increasing technology.


Keywords


online learning; COVID-19 pandemic; pedagogical shifts; long-term implications

Full Text:

PDF

References


1. UNESCO. Education in the time of COVID-19. Available online: https://en.unesco.org/covid19/educationresponse (accessed on 24 January 2023).

2. Hodges C, Moore S, Lockee B, et al. The difference between emergency remote teaching and online learning. Educause Review. 2020; 27.

3. Daniel SJ. Education and the COVID-19 pandemic. PROSPECTS. 2020; 49(1-2): 91-96. doi: 10.1007/s11125-020-09464-3

4. Means B, Neisler J. Suddenly Online: A National Survey of Undergraduates During the COVID-19 Pandemic. Digital Promise; 2020. doi: 10.51388/20.500.12265/98

5. Hao Y, Coniam D. Teaching and learning during the COVID-19 pandemic: A longitudinal study. Education Sciences. 2020; 10(9): 236.

6. Olsen RK, Olsen GR, Røsok-Dahl H. Unpacking Value Creation Dynamics in Journalism Education. A Covid-19 Case Study. Journalism Practice. Published online March 3, 2022: 1-19. doi: 10.1080/17512786.2022.2043767

7. Maya M, Anjana VM, Mini GK. University students’ perceptions of shifting between online and offline learning: lessons from Kerala, India. Asian Association of Open Universities Journal. 2022; 17(3): 213-228. doi: 10.1108/aaouj-03-2022-0031

8. DeCoito I, Estaiteyeh M. Transitioning to Online Teaching During the COVID-19 Pandemic: an Exploration of STEM Teachers’ Views, Successes, and Challenges. Journal of Science Education and Technology. 2022; 31(3): 340-356. doi: 10.1007/s10956-022-09958-z

9. Bampton J, Tang C, McKay MJ, et al. Teaching Physiotherapy during the Initial Stages of the COVID-19 Pandemic: What Did We Learn? Education Sciences. 2022; 12(6): 414. doi: 10.3390/educsci12060414

10. Andreou E, Roussi C, Tsermentseli S, et al. Teachers’ Self-Efficacy during the COVID-19 Pandemic in Greece: The Role of Risk Perception and Teachers’ Relationship with Technology. Education Sciences. 2022; 12(9): 600. doi: 10.3390/educsci12090600

11. Li Z, Jiang W. Research on the Teaching Reform of Inorganic Chemistry Based on SPOC and FCM during COVID-19. Sustainability. 2022; 14(9): 5707. doi: 10.3390/su14095707

12. Mankki V, Räihä P. Primary teachers’ professional learning during a COVID-19 school lockdown. Educational Research. 2022; 64(1): 1-17. doi: 10.1080/00131881.2021.2013127

13. Motala S, Menon K. Pedagogical continuities in teaching and learning during COVID-19: Holding up the bridge. Scholarship of Teaching and Learning in the South. 2022; 6(1): 7-32. doi: 10.36615/sotls.v6i1.249

14. Yan D, Fan Q. Online informal learning community for interpreter training amid COVID-19: A pilot evaluation. Khraisat OMA, ed. PLOS ONE. 2022; 17(11): e0277228. doi: 10.1371/journal.pone.0277228

15. Vigna J, Michael R, Russon P. My COVID teacher – pedagogy and technology: Frontiers of online teaching in the creative writing classroom. TEXT. 2022; 26(1). doi: 10.52086/001c.34622

16. Nepangue JU, Ibanez W. Lived experiences of tertiary physical education teachers in quaranteaching. Malaysian Journal of Learning and Instruction. 2022; 19. doi: 10.32890/mjli2022.19.2.9

17. Kannan V, Warriem JM, Majumdar R, et al. Learning dialogs orchestrated with BookRoll: effects on engagement and learning in an undergraduate physics course. Research and Practice in Technology Enhanced Learning. 2022; 17(1). doi: 10.1186/s41039-022-00203-0

18. Wang Y, Wang R, Lu J. Exploring the Impact of University Student Engagement on Junior Faculty’s Online Teaching Anxiety and Coping Strategies during COVID-19. Education Sciences. 2022; 12(10): 664. doi: 10.3390/educsci12100664

19. Tackie HN. (Dis)Connected: Establishing Social Presence and Intimacy in Teacher–Student Relationships During Emergency Remote Learning. AERA Open. 2022; 8: 233285842110695. doi: 10.1177/23328584211069525

20. Alzahrani F, Zamakhshari N, Elshemy R. Did they Manage to Meet Students’ Needs? English Language Instructors’ Experiences of Remote Instruction Differentiation. World Journal of English Language. 2022; 12(7): 28. doi: 10.5430/wjel.v12n7p28

21. Virumbrales M, Elorduy M, Graell M, et al. COVID-19: Making the Best out of a Forced Transition to Online Medical Teaching—a Mixed Methods Study. Medical Science Educator. 2022; 32(2): 337-347. doi: 10.1007/s40670-022-01518-9

22. Wackenhut AF, Gillette MB. Covid-19 and (re)learning teaching: Never let a crisis go to waste. Högre utbildning. 2022; 12(1). doi: 10.23865/hu.v12.3562

23. Attard C, Holmes K. An exploration of teacher and student perceptions of blended learning in four secondary mathematics classrooms. Mathematics Education Research Journal. 2020; 34(4): 719-740. doi: 10.1007/s13394-020-00359-2

24. Tulaskar R, Turunen M. What students want? Experiences, challenges, and engagement during Emergency Remote Learning amidst COVID-19 crisis. Education and Information Technologies. 2021; 27(1): 551-587. doi: 10.1007/s10639-021-10747-1

25. Blonder R, Feldman-Maggor Y, Rap S. What can be learned from lecturers’ knowledge and self-efficacy for online teaching during the Covid-19 pandemic to promote online teaching in higher education. Zou D, ed. PLOS ONE. 2022; 17(10): e0275459. doi: 10.1371/journal.pone.0275459

26. Ghanbari N, Nowroozi S. The practice of online assessment in an EFL context amidst COVID-19 pandemic: views from teachers. Language Testing in Asia. 2021; 11(1). doi: 10.1186/s40468-021-00143-4

27. Kouhia A, Kangas K, Kokko S. The Effects of Remote Pandemic Education on Crafts Pedagogy: Opportunities, Challenges, and Interaction. Center for Educational Policy Studies Journal. 2021; 11(Sp.Issue). doi: 10.26529/cepsj.1126

28. Kang JH, Farber M, Mahovsky KA. Teachers’ Self-Reported Pedagogical Changes: Are We Preparing Teachers for Online STEM Education? Journal of Higher Education Theory and Practice. 2021; 21(10). doi: 10.33423/jhetp.v21i10.4640

29. Eady MJ, Green CA, Capocchiano H. Shifting the Delivery but Keeping the Focus: A Reflection on Ensuring Quality Teacher Preparation during a Pandemic. Education Sciences. 2021; 11(8): 401. doi: 10.3390/educsci11080401

30. Gibson SJ. Shifting from offline to online collaborative music-making, teaching and learning: perceptions of Ethno artistic mentors. Music Education Research. 2021; 23(2): 151-166. doi: 10.1080/14613808.2021.1904865

31. Shrestha S, Haque S, Dawadi S, et al. Preparations for and practices of online education during the Covid-19 pandemic: A study of Bangladesh and Nepal. Education and Information Technologies. 2021; 27(1): 243-265. doi: 10.1007/s10639-021-10659-0

32. Cranfield DJ, Tick A, Venter IM, et al. Higher Education Students’ Perceptions of Online Learning during COVID-19—A Comparative Study. Education Sciences. 2021; 11(8): 403. doi: 10.3390/educsci11080403

33. Gomes J, Almeida SC, Kaveri G, et al. Early Childhood Educators as COVID Warriors: Adaptations and Responsiveness to the Pandemic Across Five Countries. International Journal of Early Childhood. 2021; 53(3): 345-366. doi: 10.1007/s13158-021-00305-8

34. Solsona-Puig J, Capdevila-Gutiérrez M, Rodríguez-Valls F. Dual Immersion Digital Instruction: A Theoretical Model for Equitable and Inclusive Classrooms. Íkala. 2021; 26(3): 767-782. doi: 10.17533/udea.ikala.v26n3a16

35. Binks AP, LeClair RJ, Willey JM, et al. Changing Medical Education, Overnight: The Curricular Response to COVID-19 of Nine Medical Schools. Teaching and Learning in Medicine. 2021; 33(3): 334-342. doi: 10.1080/10401334.2021.1891543

36. Elliot DL, Makara KA. An online community of international scholars: Enabling spaces for reciprocal academic and psychological support. Innovations in Education and Teaching International. 2021; 58(6): 693-703. doi: 10.1080/14703297.2021.1991424

37. Idris F, Zulkipli IN, Abdul-Mumin KH, et al. Academic experiences, physical and mental health impact of COVID-19 pandemic on students and lecturers in health care education. BMC Medical Education. 2021; 21(1). doi: 10.1186/s12909-021-02968-2

38. Alimyar Z, Lakshmi G S. A study on language teachers’ preparedness to use technology during COVID-19. Sanchez Ramos M del M, ed. Cogent Arts & Humanities. 2021; 8(1). doi: 10.1080/23311983.2021.1999064

39. Aguilar SJ, Rosenberg JM, Greenhalgh SP, et al. A Different Experience in a Different Moment? Teachers’ Social Media Use Before and During the COVID-19 Pandemic. AERA Open. 2021; 7: 233285842110638. doi: 10.1177/23328584211063898

40. Lie A, Mina Tamah S, - Gozali I, et al. Secondary School Language Teachers’ Online Learning Engagement during the Covid-19 Pandemic in Indonesia. Journal of Information Technology Education: Research. 2020; 19: 803-832. doi: 10.28945/4626

41. Green JK, Burrow MS, Carvalho L. Designing for Transition: Supporting Teachers and Students Cope with Emergency Remote Education. Postdigital Science and Education. 2020; 2(3): 906-922. doi: 10.1007/s42438-020-00185-6

42. Harwood C, Koyama D. Creating a Virtual Writing Center to Support Self-Regulated Learning. Studies in Self-Access Learning Journal. Published online September 1, 2020: 164-186. doi: 10.37237/110306

43. Ng DTK, Reynolds R, Chan HMY, et al. Business (Teaching) as Usual Amid the COVID-19 Pandemic: A Case Study of Online Teaching Practice in Hong Kong. Journal of Information Technology Education: Research. 2020; 19: 775-802. doi: 10.28945/4620




DOI: https://doi.org/10.32629/jai.v7i5.1548

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Hassan Abuhassna, Bosede Iyiade Edwards, Samer Alnawajha, Fareed Awae, Mohamad Azrien Bin Mohamed Adnan, Ismail Duramae

License URL: https://creativecommons.org/licenses/by-nc/4.0/