Authors retain the copyright without restrictions for their published content in this journal. HSSR is a SHERPA ROMEO Green Journal.
Publishing License
This is an open-access article distributed under the terms of
COVID-19’S IMPACT ON THE HIGHER EDUCATION SYSTEM IN JORDAN: ADVANTAGES, CHALLENGES, AND SUGGESTIONS
Corresponding Author(s) : Ahmad S Haider
Humanities & Social Sciences Reviews,
Vol. 8 No. 4 (2020): July
Abstract
Purpose of the study: The present study surveys the reactions of university-level faculty members in Jordan towards their experience with COVID-19's emergency online learning model. It primarily investigates the advantages of switching to online learning, challenges faced, and suggestions for improving the teaching-learning process.
Methodology: The study is based on empirical data compiled from the responses of 432 instructors in six Jordanian public and private universities. The data collection instrument consists of a structured open-ended questionnaire, which comprises three constructs: challenges, advantages, and suggestions for improvement. Similar responses were combined in thematic categories and were calculated to obtain frequencies and percentages.
Main Findings: Concerning the advantages, e-learning enabled instructors to use new effective teaching tools and acquire new skills. The challenges were mainly related to technology and the Internet, assessment, interaction, and lack of clear vision and regulations by policymakers. Instructors suggested providing better technical support; blending online with traditional learning; offering more training, and improving the assessment tools and designing new ones.
Applications of this study: This study is useful for educational leaders and policymakers providing guidance and insights on how higher education institutions have responded to this global health emergency, and how they managed to meet the evolving needs of students and staff. Consequently, the higher education sector should be prepared to operate more efficiently and effectively for any future emergencies.
Novelty/Originality of this study: While different studies have investigated the impact of COVID-19 on the education sector globally, little attention has been given to developing countries in the Middle East. To this end, the present study focuses on how COVID-19 has been effective in reshaping and revolutionizing the higher education paradigm in Jordan through highlighting the advantages, challenges, and subsequent suggestions for improvement.
Keywords
Download Citation
Endnote/Zotero/Mendeley (RIS)BibTeX
- Al-Azawei, A., Parslow, P., & Lundqvist, K. (2017). Investigating the effect of learning styles in a blended e-learning system: An extension of the technology acceptance model (TAM). Australasian Journal of Educational Technology, 33(2), 1-23. https://doi.org/https://doi.org/10.14742/ajet.2758 DOI: https://doi.org/10.14742/ajet.2741
- Alariqi, A. A., Najafi, M., Abdulrab, M., Murray, C., & Slimanzai, H. (2019). Factors Affecting E-Learning Effectiveness in a Higher Learning Institution in Afghanistan. Proceedings of the 2019 11th International Conference on Education Technology and Computers, DOI: https://doi.org/10.1145/3369255.3372275
- Almaiah, M. A., & Alyoussef, I. Y. (2019). Analysis of the effect of course design, course content support, course assessment and instructor characteristics on the actual use of E-learning system. IEEE Access, 7, 171907-171922. https://doi.org/10.1109/ACCESS.2019.2956349 DOI: https://doi.org/10.1109/ACCESS.2019.2956349
- Alqurashi, E. (2019). Predicting student satisfaction and perceived learning within online learning environments. Distance Education, 40(1), 133-148. https://doi.org/https://doi.org/10.1080/01587919.2018.1553562 DOI: https://doi.org/10.1080/01587919.2018.1553562
- Baran, E., Correia, A.-P., & Thompson, A. (2011). Transforming online teaching practice: Critical analysis of the literature on the roles and competencies of online teachers. Distance Education, 32(3), 421-439. https://doi.org/https://doi.org/10.1080/01587919.2011.610293 DOI: https://doi.org/10.1080/01587919.2011.610293
- Barquero, J. (2020). Main e-learning modalities. Innovative Learning Solutions. Innovative Learning Solutions. https://www.cae.net/e-learning-modalities/
- Bolliger, D. U., & Martin, F. (2018). Instructor and student perceptions of online student engagement strategies. Distance Education, 39(4), 568-583. DOI: https://doi.org/10.1080/01587919.2018.1520041
- Burke, K. (2020). "How can the creative arts possibly be taught online?" Perspectives and experiences of online educators in Australian higher education. Asia-Pacific Journal of Teacher Education, 1-15. https://doi.org/https://doi.org/10.1080/1359866X.2020.1777531 DOI: https://doi.org/10.1080/1359866X.2020.1777531
- Burns, M. (2018). Improving assessment in eLearning Programs. E-learning Industry https://elearningindustry.com/assessment-in-elearning-programs-improving
- Cadloff, E. (2020). The big transition begins as faculty switch to online learning in response to COVID-19. University Affairs. https://www.universityaffairs.ca/news/news-article/the-big-experiment-begins-as-faculty-switch-to-online-learning-in-response-to-covid-19/
- Carlson, S. (2005). The net generation goes to college. The chronicle of higher education, 52(7), A34.
- Chang, C., Shen, H.-Y., & Liu, E. Z.-F. (2014). University faculty's perspectives on the roles of e-instructors and their online instruction practice. International Review of Research in Open Distributed Learning, 15(3), 72-92. https://doi.org/https://doi.org/10.19173/irrodl.v15i3.1654 DOI: https://doi.org/10.19173/irrodl.v15i3.1654
- Cheng, G., & Chau, J. (2016). Exploring the relationships between learning styles, online participation, learning achievement and course satisfaction: An empirical study of a blended learning course. British journal of educational technology, 47(2), 257-278. https://doi.org/ https://doi.org/10.1111/bjet.12243 DOI: https://doi.org/10.1111/bjet.12243
- Chigeza, P., & Halbert, K. (2014). Navigating E-Learning and Blended Learning for Pre-Service Teachers: Redesigning for Engagement, Access and Efficiency. Australian Journal of Teacher Education, 39(11), 133–146. https://doi.org/http://dx.doi.org/10.14221/ajte.2014v39n11.8 ( ) DOI: https://doi.org/10.14221/ajte.2014v39n11.8
- Cigognini, M. E., Pettenati, M. C., & Edirisingha, P. (2011). Personal knowledge management skills in Web 2.0-based learning. In M. J. Lee, and Catherine McLoughlin (Ed.), Web 2.0-based e-learning: Applying social informatics for tertiary teaching (pp. 109-127). Information Science Reference. DOI: https://doi.org/10.4018/978-1-60566-294-7.ch006
- Crawford, J., Butler-Henderson, K., Rudolph, J., & Glowatz, M. (2020). COVID-19: 20 Countries' Higher Education Intra-Period Digital Pedagogy Responses. Journal of Applied Teaching Learning, 3(1), 1-20. https://doi.org/ https://doi.org/10.37074/jalt.2020.3.1.7 DOI: https://doi.org/10.37074/jalt.2020.3.1.7
- Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 1–18. https://doi.org/https://doi.org/10.1177/0047239520934018 DOI: https://doi.org/10.1177/0047239520934018
- Dominici, G., & Palumbo, F. (2013). How to build an e-learning product: Factors for student/customer satisfaction. Business Horizons, 56(1), 87-96. https://doi.org/https://doi.org/10.1016/j.bushor.2012.09.011 DOI: https://doi.org/10.1016/j.bushor.2012.09.011
- Englund, C., Olofsson, A. D., & Price, L. (2017). Teaching with technology in higher education: understanding conceptual change and development in practice. Higher Education Research Development, 36(1), 73-87. https://doi.org/ https://doi.org/10.1080/07294360.2016.1171300 DOI: https://doi.org/10.1080/07294360.2016.1171300
- Gurukkal, R. (2020). Will COVID 19 Turn Higher Education into Another Mode? Higher Education for the Future, 1–8. https://doi.org/10.1177/2347631120931606 DOI: https://doi.org/10.1177/2347631120931606
- Haider, A. S., & Al-Salman, S. (2020). Dataset of Jordanian University Students' Psychological Health Impacted by Using E-learning Tools during COVID-19. Data in Brief, 32. https://doi.org/https://doi.org/10.1016/j.dib.2020.106104 DOI: https://doi.org/10.1016/j.dib.2020.106104
- Isaeva, R., Eisenschmidt, E., Vanari, K., & Kumpas-Lenk, K. (2020). Students' views on dialogue: improving student engagement in the quality assurance process. Quality in Higher Education, 26(1), 80-97. https://doi.org/https://doi.org/10.1080/13538322.2020.1729307 DOI: https://doi.org/10.1080/13538322.2020.1729307
- Isayeva, R. (2020). How Covid-19 is reshaping teaching and learning: A perspective from Khazar University. SPHERE Consortium: Support and Promotion for Higher Education Reform Experts. https://supporthere.org/news/how-covid-19-reshaping-teaching-and
- Jaggars, S. S., & Xu, D. (2016). How do online course design features influence student performance? Computers Education, 95, 270-284. https://doi.org/https://doi.org/10.1016/j.compedu.2016.01.014 DOI: https://doi.org/10.1016/j.compedu.2016.01.014
- Johnson, N., Veletsianos, G., & Seaman, J. (2020). US Faculty and Administrators' Experiences and Approaches in the Early Weeks of the COVID-19 Pandemic. Online Learning, 24(2), 6-21. https://doi.org/http://dx.doi.org/10.24059/olj.v24i2.2285 DOI: https://doi.org/10.24059/olj.v24i2.2285
- Kebritchi, M., Lipschuetz, A., & Santiague, L. (2017). Issues and challenges for teaching successful online courses in higher education: A literature review. Journal of Educational Technology Systems, 46(1), 4-29. https://doi.org/https://doi.org/10.1177/0047239516661713 DOI: https://doi.org/10.1177/0047239516661713
- Linney, S. (2020). How is COVID-19 Shaping the Higher Education Sector? QS. https://www.qs.com/how-is-covid-19-shaping-the-higher-education-sector/
- Lu, N., Cheng, K.-W., Qamar, N., Huang, K.-C., & Johnson, J. A. (2020). Weathering COVID-19 storm: Successful control measures of five Asian countries. American Journal of Infection Control, 48(7), 851–852. https://doi.org/10.1016/j.ajic.2020.04.021 DOI: https://doi.org/10.1016/j.ajic.2020.04.021
- Marinoni, G., Land, H. v. t., & Jensen, T. (2020). The Impact of Covid-19 on Higher Education around the World. https://www.iau-aiu.net/IMG/pdf/iau_covid19_and_he_survey_report_final_may_2020.pdf
- MartÃn-RodrÃguez, Ó., Fernández-Molina, J. C., Montero-Alonso, M. Ã., & González-Gómez, F. (2015). The main components of satisfaction with e-learning. Technology, Pedagogy Education, 24(2), 267-277. https://doi.org/https://doi.org/10.1080/1475939X.2014.888370 DOI: https://doi.org/10.1080/1475939X.2014.888370
- Martin, F., Ritzhaupt, A., Kumar, S., & Budhrani, K. (2019). Award-winning faculty online teaching practices: Course design, assessment and evaluation, and facilitation. The Internet Higher Education, 42, 34-43. https://doi.org/https://doi.org/10.1016/j.iheduc.2019.04.001 DOI: https://doi.org/10.1016/j.iheduc.2019.04.001
- Morgan-Thomas, A., & Dudau, A. (2019). Of Possums, Hogs, and Horses: Capturing the Duality of Student Engagement in eLearning. Academy of Management Learning Education, 18(4), 564-580. https://doi.org/https://doi.org/10.5465/amle.2018.0029 DOI: https://doi.org/10.5465/amle.2018.0029
- Nemetz, P. L., Eager, W. M., & Limpaphayom, W. (2017). Comparative effectiveness and student choice for online and face-to-face classwork. 92(5), 210-219. https://doi.org/https://doi.org/10.1080/08832323.2017.1331990 DOI: https://doi.org/10.1080/08832323.2017.1331990
- Njenga, J. K., & Fourie, L. C. H. (2010). The myths about eâ€learning in higher education. British journal of educational technology, 41(2), 199-212. https://doi.org/https://doi.org/10.1111/j.1467-8535.2008.00910.x DOI: https://doi.org/10.1111/j.1467-8535.2008.00910.x
- O'Sullivan, D., Krewer, F., & Frankl, G. (2017). Technology enhanced collaborative learning using a project-based learning management system. International Journal of Technology Enhanced Learning, 9(1), 14-36. https://doi.org/10.1504/IJTEL.2017.084085 DOI: https://doi.org/10.1504/IJTEL.2017.084085
- Ortega-Morán, J.-F., Pagador, B., Maestre-Antequera, J., Arco, A., Monteiro, F., & Sánchez-Margallo, F. M. (2020). Validation of the online theoretical module of a minimally invasive surgery blended learning course for nurses: A quantitative research study. Nurse education today, 89, 1-9. https://doi.org/https://doi.org/10.1016/j.nedt.2020.104406 DOI: https://doi.org/10.1016/j.nedt.2020.104406
- Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers Education, 144, 103701. https://doi.org/https://doi.org/10.1016/j.compedu.2019.103701 DOI: https://doi.org/10.1016/j.compedu.2019.103701
- Roach, V., & Lemasters, L. (2006). Satisfaction with online learning: A comparative descriptive study. Journal of Interactive Online Learning, 5(3), 317-332.
- Ryan, J., Scott, A., & Walsh, M. (2010). Pedagogy in the multimodal classroom: An analysis of the challenges and opportunities for teachers. Teachers Teaching: theory practice, 16(4), 477-489. https://doi.org/https://doi.org/10.1080/13540601003754871 DOI: https://doi.org/10.1080/13540601003754871
- Sahu, P. (2020). Closure of universities due to Coronavirus Disease 2019 (COVID-19): impact on education and mental health of students and academic staff. Cureus, 12(4), 1-6. https://doi.org/10.7759/cureus.7541 DOI: https://doi.org/10.7759/cureus.7541
- Santos, J., Figueiredo, A. S., & Vieira, M. (2019). Innovative pedagogical practices in higher education: An integrative literature review. Nurse education today, 72, 12-17. https://doi.org/https://doi.org/10.1016/j.nedt.2018.10.003 DOI: https://doi.org/10.1016/j.nedt.2018.10.003
- Schrager, A. (2020). COVID-19 will reshape how we think about higher education and online learning. City Journal: Education, Technology and Innovation. https://www.city-journal.org/post-pandemic-higher-education
- Sheard, J., & Markham, S. (2005). Webâ€based learning environments: developing a framework for evaluation. Assessment Evaluation in Higher Education, 30(4), 353-368. https://doi.org/https://doi.org/10.1080/02602930500099169 DOI: https://doi.org/10.1080/02602930500099169
- Silva, M., & Cartwright, G. F. (2017). The Internet as a medium for education and educational research. Education Libraries, 17(2), 7-12. https://doi.org/http://dx.doi.org/10.26443/el.v17i2.44 DOI: https://doi.org/10.26443/el.v17i2.44
- Siripongdee, K., Pimdee, P., & Tuntiwongwanich, S. (2020). A blended learning model with IoT-based technology: effectively used when the COVID-19 pandemic? Journal for the Education of Gifted Young Scientists, 8(2), 905-917. https://doi.org/https://doi.org/10.17478/jegys.698869 DOI: https://doi.org/10.17478/jegys.698869
- Soffer, T., & Nachmias, R. (2018). Effectiveness of learning in online academic courses compared with faceâ€toâ€face courses in higher education. Journal of Computer Assisted Learning, 34(5), 534-543. https://doi.org/https://doi.org/10.1111/jcal.12258 DOI: https://doi.org/10.1111/jcal.12258
- St Phard Jr, J. (2015). Distance education through the lens of USDLA members: A white paper. In M. Simonson, C. Schlosser, & J. G. Flores (Eds.), Distance Learning Issue (Vol. 12, pp. 15-21). Information Age Publishing.
- Sun, P.-C., Tsai, R. J., Finger, G., Chen, Y.-Y., & Yeh, D. (2008). What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers Education, 50(4), 1183-1202. https://doi.org/https://doi.org/10.1016/j.compedu.2006.11.007 DOI: https://doi.org/10.1016/j.compedu.2006.11.007
- Tamim, R. M. (2018). Blended learning for learner empowerment: Voices from the middle east. Journal of Research on Technology in Education, 50(1), 70-83. https://doi.org/https://doi.org/10.1080/15391523.2017.1405757 DOI: https://doi.org/10.1080/15391523.2017.1405757
- van Rooij, S. W., & Zirkle, K. (2016). Balancing pedagogy, student readiness and accessibility: A case study in collaborative online course development. The Internet Higher Education, 28, 1-7. https://doi.org/https://doi.org/10.1016/j.iheduc.2015.08.001 DOI: https://doi.org/10.1016/j.iheduc.2015.08.001
- Wang, C., Cheng, Z., Yue, X.-G., & McAleer, M. (2020). Risk management of COVID-19 by universities in China. Risk and Financial Management, 13(2), 36. https://doi.org/https://doi.org/10.3390/jrfm13020036 DOI: https://doi.org/10.3390/jrfm13020036
- Zhang, D., & Zhou, L. (2003). Enhancing e-learning with interactive multimedia. Information Resources Management Journal, 16(4), 1-14. https://doi.org/10.4018/irmj.2003100101 DOI: https://doi.org/10.4018/irmj.2003100101
References
Al-Azawei, A., Parslow, P., & Lundqvist, K. (2017). Investigating the effect of learning styles in a blended e-learning system: An extension of the technology acceptance model (TAM). Australasian Journal of Educational Technology, 33(2), 1-23. https://doi.org/https://doi.org/10.14742/ajet.2758 DOI: https://doi.org/10.14742/ajet.2741
Alariqi, A. A., Najafi, M., Abdulrab, M., Murray, C., & Slimanzai, H. (2019). Factors Affecting E-Learning Effectiveness in a Higher Learning Institution in Afghanistan. Proceedings of the 2019 11th International Conference on Education Technology and Computers, DOI: https://doi.org/10.1145/3369255.3372275
Almaiah, M. A., & Alyoussef, I. Y. (2019). Analysis of the effect of course design, course content support, course assessment and instructor characteristics on the actual use of E-learning system. IEEE Access, 7, 171907-171922. https://doi.org/10.1109/ACCESS.2019.2956349 DOI: https://doi.org/10.1109/ACCESS.2019.2956349
Alqurashi, E. (2019). Predicting student satisfaction and perceived learning within online learning environments. Distance Education, 40(1), 133-148. https://doi.org/https://doi.org/10.1080/01587919.2018.1553562 DOI: https://doi.org/10.1080/01587919.2018.1553562
Baran, E., Correia, A.-P., & Thompson, A. (2011). Transforming online teaching practice: Critical analysis of the literature on the roles and competencies of online teachers. Distance Education, 32(3), 421-439. https://doi.org/https://doi.org/10.1080/01587919.2011.610293 DOI: https://doi.org/10.1080/01587919.2011.610293
Barquero, J. (2020). Main e-learning modalities. Innovative Learning Solutions. Innovative Learning Solutions. https://www.cae.net/e-learning-modalities/
Bolliger, D. U., & Martin, F. (2018). Instructor and student perceptions of online student engagement strategies. Distance Education, 39(4), 568-583. DOI: https://doi.org/10.1080/01587919.2018.1520041
Burke, K. (2020). "How can the creative arts possibly be taught online?" Perspectives and experiences of online educators in Australian higher education. Asia-Pacific Journal of Teacher Education, 1-15. https://doi.org/https://doi.org/10.1080/1359866X.2020.1777531 DOI: https://doi.org/10.1080/1359866X.2020.1777531
Burns, M. (2018). Improving assessment in eLearning Programs. E-learning Industry https://elearningindustry.com/assessment-in-elearning-programs-improving
Cadloff, E. (2020). The big transition begins as faculty switch to online learning in response to COVID-19. University Affairs. https://www.universityaffairs.ca/news/news-article/the-big-experiment-begins-as-faculty-switch-to-online-learning-in-response-to-covid-19/
Carlson, S. (2005). The net generation goes to college. The chronicle of higher education, 52(7), A34.
Chang, C., Shen, H.-Y., & Liu, E. Z.-F. (2014). University faculty's perspectives on the roles of e-instructors and their online instruction practice. International Review of Research in Open Distributed Learning, 15(3), 72-92. https://doi.org/https://doi.org/10.19173/irrodl.v15i3.1654 DOI: https://doi.org/10.19173/irrodl.v15i3.1654
Cheng, G., & Chau, J. (2016). Exploring the relationships between learning styles, online participation, learning achievement and course satisfaction: An empirical study of a blended learning course. British journal of educational technology, 47(2), 257-278. https://doi.org/ https://doi.org/10.1111/bjet.12243 DOI: https://doi.org/10.1111/bjet.12243
Chigeza, P., & Halbert, K. (2014). Navigating E-Learning and Blended Learning for Pre-Service Teachers: Redesigning for Engagement, Access and Efficiency. Australian Journal of Teacher Education, 39(11), 133–146. https://doi.org/http://dx.doi.org/10.14221/ajte.2014v39n11.8 ( ) DOI: https://doi.org/10.14221/ajte.2014v39n11.8
Cigognini, M. E., Pettenati, M. C., & Edirisingha, P. (2011). Personal knowledge management skills in Web 2.0-based learning. In M. J. Lee, and Catherine McLoughlin (Ed.), Web 2.0-based e-learning: Applying social informatics for tertiary teaching (pp. 109-127). Information Science Reference. DOI: https://doi.org/10.4018/978-1-60566-294-7.ch006
Crawford, J., Butler-Henderson, K., Rudolph, J., & Glowatz, M. (2020). COVID-19: 20 Countries' Higher Education Intra-Period Digital Pedagogy Responses. Journal of Applied Teaching Learning, 3(1), 1-20. https://doi.org/ https://doi.org/10.37074/jalt.2020.3.1.7 DOI: https://doi.org/10.37074/jalt.2020.3.1.7
Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 1–18. https://doi.org/https://doi.org/10.1177/0047239520934018 DOI: https://doi.org/10.1177/0047239520934018
Dominici, G., & Palumbo, F. (2013). How to build an e-learning product: Factors for student/customer satisfaction. Business Horizons, 56(1), 87-96. https://doi.org/https://doi.org/10.1016/j.bushor.2012.09.011 DOI: https://doi.org/10.1016/j.bushor.2012.09.011
Englund, C., Olofsson, A. D., & Price, L. (2017). Teaching with technology in higher education: understanding conceptual change and development in practice. Higher Education Research Development, 36(1), 73-87. https://doi.org/ https://doi.org/10.1080/07294360.2016.1171300 DOI: https://doi.org/10.1080/07294360.2016.1171300
Gurukkal, R. (2020). Will COVID 19 Turn Higher Education into Another Mode? Higher Education for the Future, 1–8. https://doi.org/10.1177/2347631120931606 DOI: https://doi.org/10.1177/2347631120931606
Haider, A. S., & Al-Salman, S. (2020). Dataset of Jordanian University Students' Psychological Health Impacted by Using E-learning Tools during COVID-19. Data in Brief, 32. https://doi.org/https://doi.org/10.1016/j.dib.2020.106104 DOI: https://doi.org/10.1016/j.dib.2020.106104
Isaeva, R., Eisenschmidt, E., Vanari, K., & Kumpas-Lenk, K. (2020). Students' views on dialogue: improving student engagement in the quality assurance process. Quality in Higher Education, 26(1), 80-97. https://doi.org/https://doi.org/10.1080/13538322.2020.1729307 DOI: https://doi.org/10.1080/13538322.2020.1729307
Isayeva, R. (2020). How Covid-19 is reshaping teaching and learning: A perspective from Khazar University. SPHERE Consortium: Support and Promotion for Higher Education Reform Experts. https://supporthere.org/news/how-covid-19-reshaping-teaching-and
Jaggars, S. S., & Xu, D. (2016). How do online course design features influence student performance? Computers Education, 95, 270-284. https://doi.org/https://doi.org/10.1016/j.compedu.2016.01.014 DOI: https://doi.org/10.1016/j.compedu.2016.01.014
Johnson, N., Veletsianos, G., & Seaman, J. (2020). US Faculty and Administrators' Experiences and Approaches in the Early Weeks of the COVID-19 Pandemic. Online Learning, 24(2), 6-21. https://doi.org/http://dx.doi.org/10.24059/olj.v24i2.2285 DOI: https://doi.org/10.24059/olj.v24i2.2285
Kebritchi, M., Lipschuetz, A., & Santiague, L. (2017). Issues and challenges for teaching successful online courses in higher education: A literature review. Journal of Educational Technology Systems, 46(1), 4-29. https://doi.org/https://doi.org/10.1177/0047239516661713 DOI: https://doi.org/10.1177/0047239516661713
Linney, S. (2020). How is COVID-19 Shaping the Higher Education Sector? QS. https://www.qs.com/how-is-covid-19-shaping-the-higher-education-sector/
Lu, N., Cheng, K.-W., Qamar, N., Huang, K.-C., & Johnson, J. A. (2020). Weathering COVID-19 storm: Successful control measures of five Asian countries. American Journal of Infection Control, 48(7), 851–852. https://doi.org/10.1016/j.ajic.2020.04.021 DOI: https://doi.org/10.1016/j.ajic.2020.04.021
Marinoni, G., Land, H. v. t., & Jensen, T. (2020). The Impact of Covid-19 on Higher Education around the World. https://www.iau-aiu.net/IMG/pdf/iau_covid19_and_he_survey_report_final_may_2020.pdf
MartÃn-RodrÃguez, Ó., Fernández-Molina, J. C., Montero-Alonso, M. Ã., & González-Gómez, F. (2015). The main components of satisfaction with e-learning. Technology, Pedagogy Education, 24(2), 267-277. https://doi.org/https://doi.org/10.1080/1475939X.2014.888370 DOI: https://doi.org/10.1080/1475939X.2014.888370
Martin, F., Ritzhaupt, A., Kumar, S., & Budhrani, K. (2019). Award-winning faculty online teaching practices: Course design, assessment and evaluation, and facilitation. The Internet Higher Education, 42, 34-43. https://doi.org/https://doi.org/10.1016/j.iheduc.2019.04.001 DOI: https://doi.org/10.1016/j.iheduc.2019.04.001
Morgan-Thomas, A., & Dudau, A. (2019). Of Possums, Hogs, and Horses: Capturing the Duality of Student Engagement in eLearning. Academy of Management Learning Education, 18(4), 564-580. https://doi.org/https://doi.org/10.5465/amle.2018.0029 DOI: https://doi.org/10.5465/amle.2018.0029
Nemetz, P. L., Eager, W. M., & Limpaphayom, W. (2017). Comparative effectiveness and student choice for online and face-to-face classwork. 92(5), 210-219. https://doi.org/https://doi.org/10.1080/08832323.2017.1331990 DOI: https://doi.org/10.1080/08832323.2017.1331990
Njenga, J. K., & Fourie, L. C. H. (2010). The myths about eâ€learning in higher education. British journal of educational technology, 41(2), 199-212. https://doi.org/https://doi.org/10.1111/j.1467-8535.2008.00910.x DOI: https://doi.org/10.1111/j.1467-8535.2008.00910.x
O'Sullivan, D., Krewer, F., & Frankl, G. (2017). Technology enhanced collaborative learning using a project-based learning management system. International Journal of Technology Enhanced Learning, 9(1), 14-36. https://doi.org/10.1504/IJTEL.2017.084085 DOI: https://doi.org/10.1504/IJTEL.2017.084085
Ortega-Morán, J.-F., Pagador, B., Maestre-Antequera, J., Arco, A., Monteiro, F., & Sánchez-Margallo, F. M. (2020). Validation of the online theoretical module of a minimally invasive surgery blended learning course for nurses: A quantitative research study. Nurse education today, 89, 1-9. https://doi.org/https://doi.org/10.1016/j.nedt.2020.104406 DOI: https://doi.org/10.1016/j.nedt.2020.104406
Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers Education, 144, 103701. https://doi.org/https://doi.org/10.1016/j.compedu.2019.103701 DOI: https://doi.org/10.1016/j.compedu.2019.103701
Roach, V., & Lemasters, L. (2006). Satisfaction with online learning: A comparative descriptive study. Journal of Interactive Online Learning, 5(3), 317-332.
Ryan, J., Scott, A., & Walsh, M. (2010). Pedagogy in the multimodal classroom: An analysis of the challenges and opportunities for teachers. Teachers Teaching: theory practice, 16(4), 477-489. https://doi.org/https://doi.org/10.1080/13540601003754871 DOI: https://doi.org/10.1080/13540601003754871
Sahu, P. (2020). Closure of universities due to Coronavirus Disease 2019 (COVID-19): impact on education and mental health of students and academic staff. Cureus, 12(4), 1-6. https://doi.org/10.7759/cureus.7541 DOI: https://doi.org/10.7759/cureus.7541
Santos, J., Figueiredo, A. S., & Vieira, M. (2019). Innovative pedagogical practices in higher education: An integrative literature review. Nurse education today, 72, 12-17. https://doi.org/https://doi.org/10.1016/j.nedt.2018.10.003 DOI: https://doi.org/10.1016/j.nedt.2018.10.003
Schrager, A. (2020). COVID-19 will reshape how we think about higher education and online learning. City Journal: Education, Technology and Innovation. https://www.city-journal.org/post-pandemic-higher-education
Sheard, J., & Markham, S. (2005). Webâ€based learning environments: developing a framework for evaluation. Assessment Evaluation in Higher Education, 30(4), 353-368. https://doi.org/https://doi.org/10.1080/02602930500099169 DOI: https://doi.org/10.1080/02602930500099169
Silva, M., & Cartwright, G. F. (2017). The Internet as a medium for education and educational research. Education Libraries, 17(2), 7-12. https://doi.org/http://dx.doi.org/10.26443/el.v17i2.44 DOI: https://doi.org/10.26443/el.v17i2.44
Siripongdee, K., Pimdee, P., & Tuntiwongwanich, S. (2020). A blended learning model with IoT-based technology: effectively used when the COVID-19 pandemic? Journal for the Education of Gifted Young Scientists, 8(2), 905-917. https://doi.org/https://doi.org/10.17478/jegys.698869 DOI: https://doi.org/10.17478/jegys.698869
Soffer, T., & Nachmias, R. (2018). Effectiveness of learning in online academic courses compared with faceâ€toâ€face courses in higher education. Journal of Computer Assisted Learning, 34(5), 534-543. https://doi.org/https://doi.org/10.1111/jcal.12258 DOI: https://doi.org/10.1111/jcal.12258
St Phard Jr, J. (2015). Distance education through the lens of USDLA members: A white paper. In M. Simonson, C. Schlosser, & J. G. Flores (Eds.), Distance Learning Issue (Vol. 12, pp. 15-21). Information Age Publishing.
Sun, P.-C., Tsai, R. J., Finger, G., Chen, Y.-Y., & Yeh, D. (2008). What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers Education, 50(4), 1183-1202. https://doi.org/https://doi.org/10.1016/j.compedu.2006.11.007 DOI: https://doi.org/10.1016/j.compedu.2006.11.007
Tamim, R. M. (2018). Blended learning for learner empowerment: Voices from the middle east. Journal of Research on Technology in Education, 50(1), 70-83. https://doi.org/https://doi.org/10.1080/15391523.2017.1405757 DOI: https://doi.org/10.1080/15391523.2017.1405757
van Rooij, S. W., & Zirkle, K. (2016). Balancing pedagogy, student readiness and accessibility: A case study in collaborative online course development. The Internet Higher Education, 28, 1-7. https://doi.org/https://doi.org/10.1016/j.iheduc.2015.08.001 DOI: https://doi.org/10.1016/j.iheduc.2015.08.001
Wang, C., Cheng, Z., Yue, X.-G., & McAleer, M. (2020). Risk management of COVID-19 by universities in China. Risk and Financial Management, 13(2), 36. https://doi.org/https://doi.org/10.3390/jrfm13020036 DOI: https://doi.org/10.3390/jrfm13020036
Zhang, D., & Zhou, L. (2003). Enhancing e-learning with interactive multimedia. Information Resources Management Journal, 16(4), 1-14. https://doi.org/10.4018/irmj.2003100101 DOI: https://doi.org/10.4018/irmj.2003100101