Teachers’ Perspectives in Higher Education on Using Educational Technology During the COVID-19 Pandemic: Observations for Ghana, India, and Serbia
Апстракт
Abstract
Objective: The purpose of this research was to understand the significant changes and challenges regarding teaching experiences during the coronavirus (COVID-19) crisis in three universities, one each in Africa, Asia, and Europe. The study provides information on how teachers adapted to online teaching under COVID-19 conditions. Methods: We employed a descriptive phenomenology approach and used an online survey with open-ended questions to collect the data. Braun and Clarke’s six steps of thematic analysis based on the traditions of descriptive phenomenology were employed to analyze the data.
Results: The teachers’ adaptive mechanisms to the COVID-19 crisis could be described through the following steps: identifying the teaching challenges, developing awareness of personal learning challenges, initiating the process of learning by doing, and recognizing the lessons learned.
Conclusions: A global teacher’s network could be established to encourage professionals from differen...t fields of education to build conventional wisdom in the awareness of the need to constantly try out new strategies with cutting-edge technologies. Implication for Practice: The results provide evidence of ways that future reactions by higher education to global crises can be anticipated. Further, the research provides an understanding of teachers’ adaptation strategies during the COVID-19 crisis. Complementary studies show that institutions should be prepared in terms of both material and human resources for emergency remote teaching (ERT), and students should also be prepared mentally and materially for such unprecedented online teaching delivery and learning. Findings of the present study point to the benefit of faculty using communities of practice as an environment for learning and adapting to emergency situations.
Кључне речи:
emergency remote teaching (ERT) / online education / COVID-19 / higher educationИзвор:
Higher Learning Research Communications,, 2023, 13, 1, 98-108Издавач:
- Walden University
Институција/група
Andragogija / AndragogyTY - JOUR AU - Koruga, Nikola AU - Nainwal, Rohit AU - Ayisi-Addo, Angela Kyerewaa PY - 2023 UR - http://reff.f.bg.ac.rs/handle/123456789/5009 AB - Abstract Objective: The purpose of this research was to understand the significant changes and challenges regarding teaching experiences during the coronavirus (COVID-19) crisis in three universities, one each in Africa, Asia, and Europe. The study provides information on how teachers adapted to online teaching under COVID-19 conditions. Methods: We employed a descriptive phenomenology approach and used an online survey with open-ended questions to collect the data. Braun and Clarke’s six steps of thematic analysis based on the traditions of descriptive phenomenology were employed to analyze the data. Results: The teachers’ adaptive mechanisms to the COVID-19 crisis could be described through the following steps: identifying the teaching challenges, developing awareness of personal learning challenges, initiating the process of learning by doing, and recognizing the lessons learned. Conclusions: A global teacher’s network could be established to encourage professionals from different fields of education to build conventional wisdom in the awareness of the need to constantly try out new strategies with cutting-edge technologies. Implication for Practice: The results provide evidence of ways that future reactions by higher education to global crises can be anticipated. Further, the research provides an understanding of teachers’ adaptation strategies during the COVID-19 crisis. Complementary studies show that institutions should be prepared in terms of both material and human resources for emergency remote teaching (ERT), and students should also be prepared mentally and materially for such unprecedented online teaching delivery and learning. Findings of the present study point to the benefit of faculty using communities of practice as an environment for learning and adapting to emergency situations. PB - Walden University T2 - Higher Learning Research Communications, T1 - Teachers’ Perspectives in Higher Education on Using Educational Technology During the COVID-19 Pandemic: Observations for Ghana, India, and Serbia EP - 108 IS - 1 SP - 98 VL - 13 DO - 10.18870/hlrc.v13i1.1349 ER -
@article{ author = "Koruga, Nikola and Nainwal, Rohit and Ayisi-Addo, Angela Kyerewaa", year = "2023", abstract = "Abstract Objective: The purpose of this research was to understand the significant changes and challenges regarding teaching experiences during the coronavirus (COVID-19) crisis in three universities, one each in Africa, Asia, and Europe. The study provides information on how teachers adapted to online teaching under COVID-19 conditions. Methods: We employed a descriptive phenomenology approach and used an online survey with open-ended questions to collect the data. Braun and Clarke’s six steps of thematic analysis based on the traditions of descriptive phenomenology were employed to analyze the data. Results: The teachers’ adaptive mechanisms to the COVID-19 crisis could be described through the following steps: identifying the teaching challenges, developing awareness of personal learning challenges, initiating the process of learning by doing, and recognizing the lessons learned. Conclusions: A global teacher’s network could be established to encourage professionals from different fields of education to build conventional wisdom in the awareness of the need to constantly try out new strategies with cutting-edge technologies. Implication for Practice: The results provide evidence of ways that future reactions by higher education to global crises can be anticipated. Further, the research provides an understanding of teachers’ adaptation strategies during the COVID-19 crisis. Complementary studies show that institutions should be prepared in terms of both material and human resources for emergency remote teaching (ERT), and students should also be prepared mentally and materially for such unprecedented online teaching delivery and learning. Findings of the present study point to the benefit of faculty using communities of practice as an environment for learning and adapting to emergency situations.", publisher = "Walden University", journal = "Higher Learning Research Communications,", title = "Teachers’ Perspectives in Higher Education on Using Educational Technology During the COVID-19 Pandemic: Observations for Ghana, India, and Serbia", pages = "108-98", number = "1", volume = "13", doi = "10.18870/hlrc.v13i1.1349" }
Koruga, N., Nainwal, R.,& Ayisi-Addo, A. K.. (2023). Teachers’ Perspectives in Higher Education on Using Educational Technology During the COVID-19 Pandemic: Observations for Ghana, India, and Serbia. in Higher Learning Research Communications, Walden University., 13(1), 98-108. https://doi.org/10.18870/hlrc.v13i1.1349
Koruga N, Nainwal R, Ayisi-Addo AK. Teachers’ Perspectives in Higher Education on Using Educational Technology During the COVID-19 Pandemic: Observations for Ghana, India, and Serbia. in Higher Learning Research Communications,. 2023;13(1):98-108. doi:10.18870/hlrc.v13i1.1349 .
Koruga, Nikola, Nainwal, Rohit, Ayisi-Addo, Angela Kyerewaa, "Teachers’ Perspectives in Higher Education on Using Educational Technology During the COVID-19 Pandemic: Observations for Ghana, India, and Serbia" in Higher Learning Research Communications,, 13, no. 1 (2023):98-108, https://doi.org/10.18870/hlrc.v13i1.1349 . .