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Technology Enhanced Learning and Resilience in Higher Education Institutions during COVID-19 and Beyond: Challenges and Opportunities

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A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (10 June 2023) | Viewed by 139357

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Special Issue Editors

Prof. Dr. Mohamed Haffar

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Guest Editor

Management Department, Birmingham Business School, University of Birmingham, Birmingham B15 2TT, UK
Interests: technology acceptance and adoption; innovation; online teaching; organisational culture; change management behavioural change; sustainable development

Prof. Fiona Oster

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Guest Editor

Management Department, Birmingham Business School, University of Birmingham, Birmingham B15 2TT, UK
Interests: innovation clusters; open innovation and entrepreneurship

Special Issue Information

Dear Colleagues,

The COVID-19 pandemic is responsible for “the largest disruption of education systems in history”, with the impact on the poorest and most vulnerable in society predicted to extend into the next generation (UN, 2020). According to the OECD (2021), only 60% of higher education institutions (HEIs) in its member and partner countries had physically reopened by May 2021. The higher education (HE) sector in some countries, such as the United Kingdom (UK) and the United Arab Emirates (UAE), has shown resilience and innovativeness in its response to the pandemic. This resilience and innovativeness were not evenly distributed, with HEIs in many countries reporting challenges associated with inadequate infrastructure, low levels of readiness for online teaching and unsupportive organisational cultures. Although HEIs have been offering online learning for many years, the demand for this teaching increased exponentially because of the COVID-19 pandemic. Even when the pandemic ends and normal life returns, technology-enhanced learning (TEL) will remain an integral part of the landscape of higher education.

The OECD (2021) highlights the usefulness of learning how other education systems address the challenges presented. Furthermore, the role of education as a key driver across all of the UN’s 17 Sustainable Development Goals must be considered. Two of the recommendations made by the United Nations in its policy brief: Education during COVID-19 and beyond (2020) “are to build resilient education systems from equitable and sustainable development” and to “reimagine education and accelerate change in learning and teaching.” In particular, HEIs are responsible for the enhancement of the skills and attributes of academics, in order to better cope with the evolution of learning technologies, systems and approaches and to achieve the above-mentioned recommendations.

Considering the above, for this Special Issue, we invite case studies and empirical papers that offer novel, theoretical insights and innovative directions for policymakers or practitioners in the HE sector. We encourage submissions of papers that address the following themes, although we also welcome other emerging themes related to e-learning in higher education institutions (HEIs):

Technology acceptance and adoption;
Innovative and smart technologies;
Novel or reimagined teaching approaches (e.g., flipped classroom);
Staff and system digital resilience;
Academics’ readiness for online teaching;
Organisational culture and change;
Behavioural change;
Sustainable development;
Educational leadership;
Crisis management (e.g., sustainability of HEIs during crisis);
E-learning and the student experience.

Associate Professor, Dr Mohamed Haffar; Assistant Professor, Fiona Oster— Guest Editors

Refs:

United Nations. (2020). Policy Brief: Education during COVID-19 and beyond [online]. Available from: https://unsdg.un.org/resources/policy-brief-education-during-covid-19-and-beyond (accessed 16 December 2021).

OECD. (2021). The State of Global Education: 18 Months into the Pandemic [online]. Available from: https://www.oecd-ilibrary.org/education/the-state-of-global-education_1a23bb23-en (accessed 16 December 2021).

Prof. Dr. Mohamed Haffar
Prof. Fiona Oster
Guest Editors

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Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

technology acceptance and adoption
innovative and smart technologies
readiness for online teaching
organisational culture and change
behavioural change
sustainable development
educational leadership
crisis management
e-learning and the student experience

Published Papers (13 papers)

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Research

13 pages, 2027 KiB

Open AccessArticle

Use of Google Earth Engine for Teaching Coding and Monitoring of Environmental Change: A Case Study among STEM and Non-STEM Students

by Ileana A. Callejas, Liana Huang, Marisol Cira, Benjamin Croze, Christine M. Lee, Taylor Cason, Elizabeth Schiffler, Carlin Soos, Paul Stainier, Zichan Wang, Shanna Shaked, Moana McClellan, Wei-Cheng Hung and Jennifer A. Jay

Sustainability 2023, 15(15), 11995; https://doi.org/10.3390/su151511995 - 04 Aug 2023

Viewed by 1543

Abstract

Computational skills are advantageous for teaching students to investigate environmental change using satellite remote sensing. This focus is especially relevant given the disproportionate underrepresentation of minorities and women in STEM fields. This study quantified the effects in both a STEM and a non-STEM class of Earth science remote sensing modules in Google Earth Engine on students’ self-efficacy in coding, understanding remote sensing, and interest in science and a career in environmental research. Additionally, the STEM students engaged in a course-based undergraduate research experience (CURE) on water quality. Satellite imagery was used to visualize water quality changes in coastal areas around the world due to the COVID-19 pandemic shutdown. Pre- and post-surveys reveal statistically significant changes in most students’ confidence to apply coding skills to investigate environmental change and understand remote sensing. The intervention was not sufficient to lead to significant changes in interest in science or a career in environmental research. There is great benefit in incorporating remote sensing labs to teach environmental concepts to STEM and non-STEM students and to bolster the confidence of underrepresented minorities and females in STEM. Full article

(This article belongs to the Special Issue Technology Enhanced Learning and Resilience in Higher Education Institutions during COVID-19 and Beyond: Challenges and Opportunities)

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16 pages, 521 KiB

Open AccessArticle

Transition to Distance Learning: Student Experience and Communication during the COVID-19 Pandemic in the United Arab Emirates

by Soumaya Abdellatif, Aizhan Shomotova, Safouane Trabelsi, Salwa Husain, Najeh Alsalhi and Mohamed Eltahir

Sustainability 2023, 15(8), 6456; https://doi.org/10.3390/su15086456 - 11 Apr 2023

Cited by 2 | Viewed by 2220

Abstract

The COVID-19 pandemic in 2020 prompted higher education institutions in the United Arab Emirates (UAE) to switch to online learning for the safety of their citizens. The main purpose of this study is to determine the relationship between four indicators of digital learning experience and the intensity of student socio-pedagogical communication after the transition to distance learning. The data were collected from Ajman University, a private university in the UAE, during the spring of 2020. The sample consisted of 381 students who were surveyed using an online survey tool or email. First, this study found that the majority of students had access to digital tools and the Internet; however, a small number struggled with weak and unreliable Internet connection. Most students had a moderate to high ability to use digital technology, but some encountered difficulties and required assistance. Most students utilised digital communication tools for over five hours daily. The study also found a general lack of digital competency among students and difficulties in using digital tools for remote learning, highlighting the importance of investing in the development of digital skills. The study also found an intensification of social relationships and an increase in communication frequency between students and instructors; however, inadequate instructor–student communication remained a challenge. Finally, the multiple linear regression model showed that indicators such as the communication dimension of the lessons and the participatory nature of the courses positively impacted the intensity of student communication after the transition to distance learning. Full article

(This article belongs to the Special Issue Technology Enhanced Learning and Resilience in Higher Education Institutions during COVID-19 and Beyond: Challenges and Opportunities)

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11 pages, 1450 KiB

Open AccessArticle

Technology-Enhanced Learning in Light of Bloom’s Taxonomy: A Student-Experience Study of the History of Architecture Course

by Duaa Al Maani and Zaher Shanti

Sustainability 2023, 15(3), 2624; https://doi.org/10.3390/su15032624 - 01 Feb 2023

Cited by 6 | Viewed by 2442

Abstract

The purpose of this study is to determine whether and how the use of video-based learning resources by architecture students contributes to the development of high-order cognitive abilities in light of Bloom’s revised taxonomy, as well as how satisfied these students are with this integration into their coursework. Convenience sampling was used to recruit participants who completed a two-phase questionnaire (n = 52) and focus-group interviews (n = 16). This study provided empirical evidence of the advantages of this integration in establishing a student-centered atmosphere, and as a cost-effective, accessible, and sustainable strategy for enhancing blended learning in the field of architectural history. Nonetheless, the examination of the narratives suggests that this strategy primarily nurtures low-order cognitive abilities. To maximize the potential of this pedagogical strategy to improve student learning outcomes, educators must develop curricula that nurture high-order thinking using Bloom’s taxonomy taking into consideration the characteristics of each discipline. Learning activities should go beyond memorization and recall of facts, allowing students to apply, analyze, synthesize, and evaluate their knowledge, as well as consider concepts from multiple perspectives. Full article

(This article belongs to the Special Issue Technology Enhanced Learning and Resilience in Higher Education Institutions during COVID-19 and Beyond: Challenges and Opportunities)

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24 pages, 704 KiB

Open AccessArticle

Teaching and Learning Approaches: Curriculum Framework for Sustainability Literacy for Technical and Vocational Teacher Training Programmes in Malaysia

by Caleb Chidozie Chinedu, Atif Saleem and Wan Hanim Nadrah Wan Muda

Sustainability 2023, 15(3), 2543; https://doi.org/10.3390/su15032543 - 31 Jan 2023

Cited by 1 | Viewed by 3101

Abstract

Given the impact of unsustainable practices, work, and living patterns, it has become increasingly important to raise global citizens as stewards of the earth’s life support system. Thus, developing sustainability literacy has become very crucial. A sustainability-literate professional can make sound decisions and act in environmentally friendly, socially acceptable, and economically viable ways. Technical and vocational education and training (TVET) arguably has the potential to educate workers, graduates, and citizens alike in developing sustainability literacy since it is regarded in many nations as the supplier of skilled labour. TVET teacher training programmes in Malaysia have been vastly proficient in developing vocationally competent teachers and workers. Still, there remains uncertainty regarding the extent to which these vocational teaching professionals have been trained to develop sustainability competencies and literacies. The implication is that, when technical and vocational teachers responsible for training workers do not possess the requisite competencies to engage in sustainability education, the potential for TVET to become a viable tool for ESD diminishes. Given this backdrop, this study was undertaken to propose a curriculum framework for sustainability literacy for technical and vocational teacher training programmes. Using a modified Delphi method (MDM) consisting of 15 expert participants from Asian-Pacific countries, four important curricular elements for sustainability literacy were identified and defined. These include the learning outcomes for sustainability literacy, teaching competencies for sustainability literacy, pedagogical approaches to foster effective teaching and learning for sustainability, as well as ESD integration strategies. The specific indicators within this curriculum framework were also defined. The paper concludes with vivid implications for practice within TVET teacher training programmes in realising Goal 4 of the United Nations Sustainable Development Goals (SDGs). Full article

(This article belongs to the Special Issue Technology Enhanced Learning and Resilience in Higher Education Institutions during COVID-19 and Beyond: Challenges and Opportunities)

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14 pages, 681 KiB

Open AccessArticle

Students’ Preferences and Perceptions Regarding Online versus Offline Teaching and Learning Post-COVID-19 Lockdown

by Fatima Riaz, Syed Esam Mahmood, Tahmina Begum, Mohammad Tauheed Ahmad, Ayoub A. Al-Shaikh, Ausaf Ahmad, Ayed A. Shati and Mohammad Suhail Khan

Sustainability 2023, 15(3), 2362; https://doi.org/10.3390/su15032362 - 28 Jan 2023

Cited by 5 | Viewed by 4416

Abstract

The COVID-19 pandemic at its peak compelled students to stay home and adapt to the distance learning system. The world has gone through phases of fear and respite in the recent years. There have been a number of studies related to student learning via online teaching during the pandemic. Now, as the vaccination coverage picks up and the pandemic appears to have achieved a plateau, it is time to take a view of students’ perceptions of online learning and its effectiveness in skill development during the COVID-19 pandemic. This study assesses the students’ preferences and perceptions regarding offline and online learning post-COVID-19 lockdown and with the resumption of offline classes. A cross-sectional study was conducted at King Khalid University, Aseer region, from the period of 1 January 2022 to 30 January 2022. A convenience sampling technique was utilized to collect data from female students. Data analysis was conducted by using SPSS version 22.0. A total of 480 students participated in the study, their mean age was 19.79 ± 1.48. More than half of the students (64%) still fear getting COVID-19 as they continue with the in-person or offline classes despite having completed their doses of vaccination. Almost half of the students have difficulty in waking up after the recommencement of offline classes. The majority (77%) felt tired after starting offline classes, and 63% felt unhappy after starting offline classes again. The majority of students believe that, with offline classes, they have difficulty in time management and concentration. The majority of students believed that, with online classes, they are more comfortable in gaining knowledge and learning, more alert, more satisfied, and gain higher scores in exams. The majority of students preferred the online mode of learning, with about 72% of students wishing to continue online learning in the future. This research underlines the influence of fear of getting COVID-19 after the commencement of face-to-face learning amongst the students. Students were more inclined to continue with online classes because of fear of getting COVID-19, despite having full doses of the vaccination in Saudi Arabia. There is a need for a better understanding of students’ motivations and coping mechanisms during the pandemic. Full article

(This article belongs to the Special Issue Technology Enhanced Learning and Resilience in Higher Education Institutions during COVID-19 and Beyond: Challenges and Opportunities)

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29 pages, 16255 KiB

Open AccessArticle

Classification of Post-COVID-19 Emotions with Residual-Based Separable Convolution Networks and EEG Signals

by Qaisar Abbas, Abdul Rauf Baig and Ayyaz Hussain

Sustainability 2023, 15(2), 1293; https://doi.org/10.3390/su15021293 - 10 Jan 2023

Cited by 5 | Viewed by 1788

Abstract

The COVID-19 epidemic has created highly unprocessed emotions that trigger stress, anxiety, or panic attacks. These attacks exhibit physical symptoms that may easily lead to misdiagnosis. Deep-learning (DL)-based classification approaches for emotion detection based on electroencephalography (EEG) signals are computationally costly. Nowadays, limiting memory potency, considerable training, and hyperparameter optimization are always needed for DL models. As a result, they are inappropriate for real-time applications, which require large computational resources to detect anxiety and stress through EEG signals. However, a two-dimensional residual separable convolution network (RCN) architecture can considerably enhance the efficiency of parameter use and calculation time. The primary aim of this study was to detect emotions in undergraduate students who had recently experienced COVID-19 by analyzing EEG signals. A novel separable convolution model that combines residual connection (RCN-L) and light gradient boosting machine (LightGBM) techniques was developed. To evaluate the performance, this paper used different statistical metrics. The RCN-L achieved an accuracy (ACC) of 0.9263, a sensitivity (SE) of 0.9246, a specificity (SP) of 0.9282, an F1-score of 0.9264, and an area under the curve (AUC) of 0.9263 when compared to other approaches. In the proposed RCN-L system, the network avoids the tedious detection and classification process for post-COVID-19 emotions while still achieving impressive network training performance and a significant reduction in learnable parameters. This paper also concludes that the emotions of students are highly impacted by COVID-19 scenarios. Full article

(This article belongs to the Special Issue Technology Enhanced Learning and Resilience in Higher Education Institutions during COVID-19 and Beyond: Challenges and Opportunities)

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16 pages, 330 KiB

Open AccessArticle

How Many Students and Items Are Optimal for Teaching Level Evaluation of College Teachers? Evidence from Generalizability Theory and Lagrange Multiplier

by Guangming Li

Sustainability 2023, 15(1), 2; https://doi.org/10.3390/su15010002 - 20 Dec 2022

Cited by 1 | Viewed by 990

Abstract

Budget and cost are two of the problems that cannot be ignored when conducting a measure study. Based on the application of generalizability theory, combined with Lagrange multiplier, this paper explores how many students and items are optimal for teaching level evaluation of college teachers under budget constraints to maintain the sustainable development of higher education. A total of 397 students are required to evaluate 10 teachers’ teaching level using the Teaching Level Evaluation Questionnaire for College Teachers, and we make different generalizability designs (i.e., (s:t) × i, (s:t) × (i:v) and (s:t) × (i:v) × o) for the collected data. The study unifies the Lagrange multiplier formula, derives the optimal sample size formula of different designs under budget constraints in generalizability theory, and calculates the optimal sample size for teaching level evaluation of college teachers in different designs with the estimated variance components. Results indicate that: (1) the unified formula of Lagrange multiplier has a stronger robustness and can be applied to different study designs under budget constraints in generalizability theory; (2) the occasion has a great effect on teaching level evaluation for college teachers; (3) the (s:t) × (i:v) × o design has a high efficiency in estimating the optimal sample size of teaching level evaluation for college teachers; (4) the design of (s:t) × (i:v) × o is the optimal generalizability design of teaching level evaluation for college teachers under budget constraints in generalizability theory; and (5) under budget constraints of teaching level evaluation for college teachers in generalizability theory, the optimal sample size of students is 31 for each teacher and the optimal sample size of items is 7 for each dimension. Full article

(This article belongs to the Special Issue Technology Enhanced Learning and Resilience in Higher Education Institutions during COVID-19 and Beyond: Challenges and Opportunities)

14 pages, 562 KiB

Open AccessArticle

The Antecedents of University Students’ E-Learning Outcome under the COVID-19 Pandemic: Multiple Mediation Structural Path Comparison

by Yen-Ku Kuo, Tsung-Hsien Kuo, Jiun-Hao Wang and Li-An Ho

Sustainability 2022, 14(24), 16794; https://doi.org/10.3390/su142416794 - 14 Dec 2022

Cited by 3 | Viewed by 1270

Abstract

The COVID-19 pandemic in late 2019 has severely affected the education sector. In order to avoid clustering, higher education has begun to implement a large number of e-learning courses. Although modern technologies are relatively mature, learning outcomes do not entirely depend on advanced technologies. The purpose of this study is to explore how self-directed learning and the information literacy of university students affect their e-learning attitude, and to understand the variables that mediate their effects on the learning effectiveness. This is a survey research and a survey questionnaire was used to collect data. A total of 714 valid samples were retrieved. A confirmatory factor analysis was used to determine the reliability and validity of each variable, and the latent variable modeling was utilized to test the research hypotheses. The results showed that self-directed learning and information literacy had a significant positive impact on e-learning attitudes and learning effectiveness, and e-learning attitudes had a significant positive influence on the learning effectiveness. Through the structural model verification analysis, it was found that e-learning attitudes are the main intermediary mechanism among all of the variables. By comparing multiple intermediary variables, it was found that self-directed learning, as an independent variable, exerted indirect effects on the learning effectiveness through e-learning. Full article

(This article belongs to the Special Issue Technology Enhanced Learning and Resilience in Higher Education Institutions during COVID-19 and Beyond: Challenges and Opportunities)

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16 pages, 724 KiB

Open AccessArticle

Impact of Organizational Culture on Academics’ Readiness and Behavioral Intention to Implement eLearning Changes in Kuwaiti Universities during COVID-19

by Sarah Al-Shamali, Ahmed Al-Shamali, Ahmad Alsaber, Anwaar Al-Kandari, Shihanah AlMutairi and Amer Alaya

Sustainability 2022, 14(23), 15824; https://doi.org/10.3390/su142315824 - 28 Nov 2022

Cited by 5 | Viewed by 1789

Abstract

A comprehensive review of the literature indicates that there is a lack of research on the influence of all the organizational culture (OC) types on academics’ readiness and behavioral intention to implement eLearning changes in higher education institutions (HEIs). To address this gap, this study empirically investigates the impact of OC on academics’ readiness and behavioral intention to implement eLearning changes within HEIs in Kuwait during the COVID-19 pandemic. A 218 self-administered survey was distributed to public and private HEIs. The analysis of collected data reveal that the most prominent OCs are hierarchy and market types which support readiness for change. The contribution of this study lies in further understanding the impact of OC on academics’ readiness for eLearning changes and behavioral intention to support eLearning implementation. The findings further offer an original contribution by confirming the mediating role of academics’ readiness for eLearning changes in the relationship between OC and behavioral intention. This paper adds to the change management literature by collecting data during the COVID-19 pandemic within the interesting context of HEIs in the Gulf Cooperation Council (GCC), which is currently scarce. The implications of this study contribute to the sustainability of Kuwaiti HEIs. Full article

(This article belongs to the Special Issue Technology Enhanced Learning and Resilience in Higher Education Institutions during COVID-19 and Beyond: Challenges and Opportunities)

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14 pages, 538 KiB

Open AccessArticle

Online Education and Undergraduates’ Academic Record during the COVID-19 Pandemic in China: Evidence from Large-Scale Data

by Jichao Geng, Shoukui Xun, Jian Yang and Na Yang

Sustainability 2022, 14(21), 14070; https://doi.org/10.3390/su142114070 - 28 Oct 2022

Cited by 1 | Viewed by 1398

Abstract

Digital technology-based online education is key to promoting high-quality development of higher education. Many studies have analyzed the effects of online education during the COVID-19 pandemic, but analyses based on large-scale data are lacking. This study uses a quasi-natural experiment during the COVID-19 pandemic to explore the short- and long-term relationships between emergency remote education (teaching and learning) and undergraduates’ academic record using multiple comparison analysis of variance (ANOVA) and multiple linear regression. The research data come from the academic record of 123,208 courses of 2622 undergraduates from the classes of 2017–2021 in a Chinese university, across nine semesters. The data do not satisfy the homogeneity of variance hypothesis test; therefore, a non-parametric test is adopted for hypothesis testing. The results show that: (1) In the online education semester, the students’ academic record improved substantially with low fluctuation and greater stability; (2) this improvement is more obvious for sophomores and juniors than for freshmen, and (3) online education during the pandemic period significantly improved the course scores of undergraduates, especially sophomores, in the following one or two semesters. Full article

(This article belongs to the Special Issue Technology Enhanced Learning and Resilience in Higher Education Institutions during COVID-19 and Beyond: Challenges and Opportunities)

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27 pages, 2207 KiB

Open AccessArticle

Sustainability of Online Teaching: The Case Study Mother Tongue Spelling Course at Montenegrin Universities

by Milena Buric, Milijana Novovic Buric, Andjela Jaksic Stojanovic, Ljiljana Kascelan and Dragica Zugić

Sustainability 2022, 14(21), 13717; https://doi.org/10.3390/su142113717 - 22 Oct 2022

Cited by 3 | Viewed by 1533

Abstract

This paper aims to examine the sustainability of online teaching using the ZOOM application. The research is exclusively related to the course entitled Mother Tongue Spelling at the university level. Its main goal is to analyze the perceptions of surveyed students of Montenegrin philology faculties about the advantages and disadvantages of this type of teaching and their attitude towards traditional, online or blended models of teaching. This paper will examine the opinion of students regarding the application of dialogic, monologic, textual and blended communication methods. Descriptive statistics and the decision tree model were used in processing the survey data. The research showed that students see the availability of lecture recordings and attending lectures regardless of their current location as the biggest advantages of online spelling classes, while the most significant limitations point to technical problems and lack of social interaction. The results also showed that the students prefer the application of the blended method, while the monological method was rated the lowest. The key contribution of this paper is its focus on online learning of the students’ mother tongue, not a foreign language. Full article

(This article belongs to the Special Issue Technology Enhanced Learning and Resilience in Higher Education Institutions during COVID-19 and Beyond: Challenges and Opportunities)

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18 pages, 2630 KiB

Open AccessArticle

Transition from Online to Face-to-Face Education after COVID-19: The Benefits of Online Education from Students’ Perspective

by Claudia E. Stoian, Marcela A. Fărcașiu, Gabriel-Mugurel Dragomir and Vasile Gherheș

Sustainability 2022, 14(19), 12812; https://doi.org/10.3390/su141912812 - 07 Oct 2022

Cited by 38 | Viewed by 111757

Abstract

The COVID-19 pandemic has left a mark on education as it had been known before. Beyond his, attention needs to be paid to the transition back to face-to-face learning and its implications. Within this context of change, the present research focuses on identifying the students’ preferred aspects of online education during the pandemic, namely learning, teaching, assessment, and interaction with peers and teachers, in order to improve face-to-face education by contextually adapting it to their needs. A survey was used on a representative sample of students from Politehnica University of Timisoara, Romania, who were required to indicate their preferred form of education and the most beneficial one for their professional development. The results indicate the targeted students’ several preferences, such as teachers’ support with electronic educational resources, the use of online educational platforms to access resources and take tests, the easier and individualized communication with teachers, as well as peer connectivity in common projects. These findings identify practical suggestions that lead to a balance between face-to-face and digital education, probably under the form of blended learning, which could be considered by the main stakeholders in order to have a future sustainable education. Full article

(This article belongs to the Special Issue Technology Enhanced Learning and Resilience in Higher Education Institutions during COVID-19 and Beyond: Challenges and Opportunities)

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44 pages, 7668 KiB

Open AccessArticle

Perspectives of Hybrid Performing Arts Education in the Post-Pandemic Era: An Empirical Study in Hong Kong

by Zihao (Michael) Li, Qingyun Li, Jie Han and Zhongyang Zhang

Sustainability 2022, 14(15), 9194; https://doi.org/10.3390/su14159194 - 27 Jul 2022

Cited by 7 | Viewed by 2587

Abstract

While the COVID-19 pandemic has been raging across the continents, performing arts educators have unlearned and adjusted their pedagogies in course delivery to surmount the challenges caused by the COVID-19 pandemic. Subject to the COVID-19 pandemic situation easing in Hong Kong and around the world, the whole education sector seems to be bouncing back to normal gradually. Meanwhile, there are effective lessons and insights to be learned from the hybrid pedagogy during the pandemic, which could further benefit the new normal period (post-pandemic) of performing arts education. To examine the current practice of digital learning among students and faculty (attitudes towards hybrid, online, and face-to-face learning and preferences about learning mode for professional development/training workshops), this empirical study looks at 408 students and 17 faculty members at a leading performing arts institute in Hong Kong. This study locates the key issues for performing arts educators regarding online/hybrid teaching and learning. It presents lessons and insights for quality insurance and improvement. Findings can inform the future development of digital teaching and learning for the performing arts as well as for other practice-based subjects. Full article

(This article belongs to the Special Issue Technology Enhanced Learning and Resilience in Higher Education Institutions during COVID-19 and Beyond: Challenges and Opportunities)

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