scholarly journals Ensuring the Sustainability of University Learning: Case Study of a Leading Chinese University

2020 ◽  
Vol 12 (17) ◽  
pp. 6929 ◽  
Author(s):  
Yang Liu ◽  
Yu Zhang ◽  
Weifeng Qiao ◽  
Lu Zhou ◽  
Hamish Coates
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Global Education ◽  
Large Scale ◽  
Research University ◽  
Critical Areas ◽  
Qualitative Approaches ◽  
Chinese University ◽  
Transformation Potential ◽  
Novel Coronavirus

The spread of the novel coronavirus at the start of 2020 shocked higher education across China then around the rest of the world. To ensure sustainability of learning, this required an unprecedented shift from campus-based to emergency online education. This created an urgent need to learn more about the quality of online education, the provision of global education, and the transformation potential of universities. This paper analyses these matters, presenting insights from large-scale research conducted on a leading Chinese university, the first ever major research university to make this substantial transition. This research applied a mixed methods design, which combines quantitative and qualitative approaches. The results provide important insight into the nature, quality, and outcomes of online learning in major Asian research universities. They signal critical areas that require reform to ensure the sustainability of future higher education.

Learning Management System for Greater Learner Engagement in Higher Education—A Review

2021 ◽  
pp. 234763112110498
Author(s):  
Parimala Veluvali ◽  
Jayesh Surisetti
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Management System ◽  
Large Scale ◽  
Learning Management System ◽  
Critical Role ◽  
Learner Engagement ◽  
Digital Platforms ◽  
Online Mode ◽  
Learning Management

Online education helped resume learning that had come to a momentary and uncertain pause with the onset of COVID-19 pandemic across the globe. Since then, learning in many educational institutions continued through synchronous and asynchronous modes, with teaching being undertaken remotely on digital platforms. In this large-scale migration towards online mode of curriculum delivery induced by the pandemic, the institutional learning management system (LMS) had a critical role to play in ensuring uninterrupted learning and student engagement. By drawing heavily from extant works, learnings from MOOC platforms, observations from the LMS applications in corporate training, the present article synthesis the extant literature on how the effective use of LMS can make the learning process interactive, student centric, catering to the needs of diverse learners in higher education.

scholarly journals Empirical Research on the Application of Online Teaching in Chinese Colleges and Universities Under the Situation of Novel Coronavirus Pneumonia Prevention and Control

2020 ◽  
Vol 15 (11) ◽  
pp. 119 ◽  
Author(s):  
Tiejun Zhu
Keyword(s):  
Online Education ◽  
Prevention And Control ◽  
Online Teaching ◽  
Large Scale ◽  
Colleges And Universities ◽  
Chinese Government ◽  
Advantages And Disadvantages ◽  
Teachers And Students ◽  
Novel Coronavirus ◽  
And Control

At the turn of 2019-2020, a new epidemic broke out in China. China has entered the critical stage of epidemic prevention and control. And The severe situation has led to the failure of normal opening of new semester in Chinese colleges and universities. In order to effectively guarantee the education, teaching and talent cultivation in colleges and universities, the Ministry of education of China has rapidly put forward the requirements of launching online teaching. Therefore, under the situation of Novel Coronavirus Pneumonia (Hereinafter referred to as 2019-nCoV) prevention and control, online teaching in Chinese colleges and universities is widely used and develops rapidly. However, the demand for online education has been released in a short time and on a large scale, and each online teaching platform has encountered unprecedented pressure and challenges. In this regard, based on the situation of 2019-nCoV prevention and control in China, this paper demonstrates how the Chinese government deploy online teaching in an all-round way with specific measures, how the Chinese colleges and universities implement massive online teaching quickly, how teachers and students adapt to online teaching quickly. At the same time, this paper carries out empirical analysis to show the process and effectiveness of online teaching in Chinese colleges and universities in the unprecedented state of 2019-nCoV prevention and control with specific examples. On this basis, it analyzes and summarizes the advantages and disadvantages, so as to facilitate the later improvement and provide reference.

scholarly journals Discussion on Large-scale Online Education Practices Amid the Novel Coronavirus Outbreak

2020 ◽  
Vol 8 (4) ◽  
pp. 13-18
Author(s):  
Xiaojie Geng
Keyword(s):  
Online Education ◽  
Large Scale ◽  
Management Practices ◽  
Online Courses ◽  
Virus Disease ◽  
Rapid Development ◽  
Colleges And Universities ◽  
Traditional Teaching ◽  
Education Management ◽  
Novel Coronavirus

The delay of the school term in China, caused by the Corona Virus Disease 2019（COVID-19）pandemic, reinforced the importance of remote teaching. The latter enabled teaching operations to continue nationwide and provided colleges and universities with opportunities to carry out education and teaching reforms that are also aligned with the rapid development of technology. Upon considering remote teaching operations in China University of Geosciences, Beijing, this paper puts forward recommendations for teaching and education management practices. We propose that colleges and universities break free from the restraints of traditional teaching methods, establish a security system of online courses, offer high quality online contents, and accelerate the construction and sharing of effective courses.

English in China's universities today

English Today ◽  
2014 ◽  
Vol 30 (1) ◽  
pp. 3-10 ◽  
Author(s):  
Werner Botha
Keyword(s):  
Higher Education ◽  
Computer Games ◽  
Large Scale ◽  
Southern China ◽  
Medium Of Instruction ◽  
Personal Lives ◽  
Greater China ◽  
Language Varieties ◽  
Chinese University ◽  
Local Languages

According to Bolton (2013), Chinese university students are invariably multilingual, not only acquiring English at school, but increasingly outside of their formal curricula, through the Internet, music, computer games, movies, and television series. Indeed, many of these students are also highly mobile, and in most cases migrate throughout Greater China (and abroad) in order to pursue higher education degrees. Bolton (2012, 2013) also points out that current theorizing about English in Greater China needs to take into account what he calls ‘the language worlds’ of these young people, especially with regard to how they use various languages in various aspects of their lives, increasingly sampling different ‘worlds’, both ‘physical’ as well as ‘imaginary’ (see also Blommaert, 2010). Studies of migration and mobility within Greater China – particularly with regard to how this relates to the use of English in the context of local languages and language varieties – have received very little attention. This paper aims to fill this gap by providing a sociolinguistic account of the contemporary use of English in China's higher education, by specifically reporting on a recent large-scale sociolinguistic study that was carried out in Macau and Guangzhou, in southern China. The study reported on in this paper captures the increasing use of English as a medium (or additional medium) of instruction in two universities at these locations. The study also reveals how English is used in the personal lives of ordinary Chinese students.

scholarly journals Constructing a Design Framework and Pedagogical Approach for Adaptive Learning in Higher Education: A Practitioner's Perspective

2020 ◽  
Vol 21 (1) ◽  
pp. 172-196 ◽  
Author(s):  
Thomas Cavanagh ◽  
Baiyun Chen ◽  
Rachid Ait Maalem Lahcen ◽  
James Paradiso
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
Adaptive Learning ◽  
Large Scale ◽  
Research University ◽  
Course Design ◽  
Lessons Learned ◽  
Design Framework ◽  
Pedagogical Approach ◽  
Field Note

While adaptive learning is emerging as a promising technology to promote access and quality at a large scale in higher education (Becker et al., 2018), the implementation of adaptive learning in teaching and learning is still sporadic, and it is unclear how to best design and teach an adaptive learning course in a higher education context. As early adopters, a team of instructors, instructional designers, and administrators at the University of Central Florida (UCF) identified five key design features as an adaptive learning design framework to guide the unique course design process. These five features involve deliberate design and development efforts that could bring significant benefits to student learning. The purpose of this field note is to present a design framework and best practices for teaching from both a systems and a pedagogical approach in the context of implementation at UCF. We also share the rationale and classification framework UCF has adopted to ensure the term “adaptive learning” is universally understood across campus. This paper offers insights into the design, delivery, and implications of utilizing adaptive learning systems in higher education courses at a public research university and attempts to capture the intimacy of lessons learned and best practices gathered since the project’s inception in 2014.

scholarly journals Not Only Survival but Stronger: The Impact of Alarming Invader of SARS-CoV-2 on Global Education

2020 ◽  
Vol 7 (2) ◽  
pp. 835-860
Author(s):  
Xiaoqiao Cheng ◽  
Marta Pellegrini ◽  
Longjun Zhou ◽  
Alan C. K. Cheung
Keyword(s):  
Online Education ◽  
Global Education ◽  
Large Scale ◽  
Social Problems ◽  
Status Quo ◽  
The Impact

The pandemic of Coronavirus disease 2019 (COVID-19) has caused an immeasurable impact on most countries and regions globally, especially in education. The shutdown of schools and classes in most countries and regions from pandemic has greatly affected education in the fight against COVID-19. The implementation of large-scale online education has also exposed global education’s status quo and psychological and social problems. Based on the review of related studies, this paper analyzes the impact of the COVID-19 pandemic on education to further think about educational reform’s direction and path.

scholarly journals Student Engagement for Sustainability of Chinese International Education: The Case of International Undergraduate Students in China

2020 ◽  
Vol 12 (17) ◽  
pp. 6831
Author(s):  
Mei Tian ◽  
Genshu Lu ◽  
Hongbiao Yin ◽  
Lijie Li
Keyword(s):  
Higher Education ◽  
International Students ◽  
Student Engagement ◽  
Environmental Factors ◽  
International Education ◽  
Undergraduate Students ◽  
Large Scale ◽  
Research University ◽  
Chinese Higher Education ◽  
The Sustainable Development

Student engagement has been attracting attention in the discussion of higher education (HE) quality. Despite the rapid increase of international students in China, little understanding has been gained for quality management on these students’ engagement in learning. This paper focuses on international undergraduate students in Chinese higher education institutions, exploring the nature and characteristics of their academic engagement and the environmental factors influencing the engagement. The discussion was based on a synthesis of the findings of two studies, i.e., an exploratory qualitative study following a small group of international students at a research university and a large-scale survey involving 1428 international students at 34 Chinese universities. The analyses revealed less than satisfactory levels of international students’ engagement, with a high proportion of the participants being passively or ineffectively involved in learning. The qualitative findings highlighted pedagogical and attitudinal factors that affected international students’ engagement. The survey results indicated six environmental factors, categorized into three groups, having significant effects on the respondents’ engagement. Although located in China, the analyses bear implications for practitioners striving for the sustainable development of international education in a broader range of contexts.

scholarly journals College students’ motivation and study results after COVID-19 stay-at-home orders

2020 ◽  
Author(s):  
Martijn Meeter ◽  
Taylan Bele ◽  
Corneel den Hartogh ◽  
Theodoor Christiaan Bakker ◽  
Reinout E. de Vries ◽  
...  
Keyword(s):  
Higher Education ◽  
College Students ◽  
Online Education ◽  
Social Interactions ◽  
Student Satisfaction ◽  
Research University ◽  
Institutions Of Higher Education ◽  
Time Investment ◽  
Study Results ◽  
At Home

Due to the COVID-19 pandemic, many institutions of higher education had to close their campuses and shift to online education. Here, we investigate how stay-at-home orders impacted students. We investigated results obtained by 15,125 bachelor students at a large Dutch research university during a semester in which the campus was closed and all education had shifted online. Moreover, we surveyed 166 students of the bachelor of psychology program of the same university. Results showed that students rated online education as less satisfactory than campus-based education, and rated their own motivation as having gone down. This was reflected in a lower time investment: lectures and small-group meetings were attended less frequently, and student estimates of hours studied went down. Lower motivation predicted this drop in effort. Moreover, a drop in motivation was related to fewer credits being obtained during stay-at-home orders. However, on average students reported obtaining slightly more credits than before, which was indeed found in an analysis of administered credits. In a qualitative analysis of student comments, it was found that students missed social interactions, but reported being much more efficient during online education. It is concluded that whereas student satisfaction and motivation dropped during the shift to online education, increased efficiency meant results were not lower than they would normally have been.

FACULTY DEVELOPMENT PROGRAMS: THE FREQUENCY AND VARIETY OF PROFESSIONAL DEVELOPMENT PROGRAMS AVAILABLE TO ONLINE INSTRUCTORS

2012 ◽  
Vol 16 (5) ◽  
Author(s):  
Jennifer Heather Herman
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Faculty Development ◽  
Online Instruction ◽  
Teaching And Learning ◽  
Online Survey ◽  
Development Programs ◽  
Online Instructors ◽  
Learning Development ◽  
Printed Materials

Online education is no longer a peripheral phenomenon in higher education: over one-third of faculty have taught or developed an online course. As institutions of higher education expand their online education offerings, administrators need to recognize that supporting faculty through the use of incentives and through effective faculty development programs for online instruction is important to the improvement of the quality of educational programs. This quantitative study used an online survey to investigate the types and frequency of faculty development programs for online instruction at institutions with an established teaching and learning development unit (TLDU). The average TLDU offered about fifteen different types of faculty development programs, the most common being websites, technical services, printed materials, and consultation with instructional design experts.

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