Changes that should remain in higher education post COVID-19: A mixed-methods analysis of the experiences at three universities

Basit Öğe Kaydı
dc.authorscopusid57207252650
dc.authorscopusid57223249085
dc.authorscopusid57223215986
dc.authorscopusid57223229988
dc.authorscopusid57223215243
dc.authorscopusid57223218130
dc.authorscopusid57223219921
dc.contributor.authorBenito, Á.
dc.contributor.authorYenisey, K.D.
dc.contributor.authorKhanna, K.
dc.contributor.authorMasis, M.F.
dc.contributor.authorMonge, R.M.
dc.contributor.authorTugtan, M.A.
dc.contributor.authorAraya, L.D.V.
dc.date.accessioned2024-07-18T20:17:18Z
dc.date.available2024-07-18T20:17:18Z
dc.date.issued2021
dc.description.abstractObjectives: The goal of the present study is to describe how the transition to remote emergency delivery was addressed in three universities during the COVID-19 pandemic, to determine the satisfaction levels of their students and faculty with this new teaching-learning experience, and to gather their opinions about the future of higher education. Method: The study uses a mixed-methods approach, including faculty and student surveys and focus groups Results: The study shows high satisfaction with the emergency remote delivery and clearly reflects the relevance of enhancing the digital components of future learning experiences in higher education and a unanimous preference for hybrid education. Participants provide recommendations to institutions regarding what students and faculty would like to keep for a more effective learning experience when the new normal comes. Conclusions: COVID-19 has had terrible consequences; however, the pandemic has brought along some positive effects and improvement opportunities in higher education, and, if the results of the present study are any indication, the future of face-to-face higher education should be hybrid. Implication for Theory and/or Practice: The study results can provide recommendations and inform decision-making by institutional leaders and policy makers regarding the necessary enhancement of the digital component of the teaching and learning process in higher education. © The Author(s)en_US
dc.identifier.doi10.18870/HLRC.V11I0.1195
dc.identifier.endpage75en_US
dc.identifier.issn2157-6254
dc.identifier.scopus2-s2.0-85105250269en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage51en_US
dc.identifier.urihttps://doi.org/10.18870/HLRC.V11I0.1195
dc.identifier.urihttps://hdl.handle.net/11411/6502
dc.identifier.volume11en_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherWalden Universityen_US
dc.relation.ispartofHigher Learning Research Communicationsen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectCovıd-19en_US
dc.subjectDigital Enhancementsen_US
dc.subjectEmergency Remote Deliveryen_US
dc.subjectHybrid Higher Educationen_US
dc.subjectOnline Learningen_US
dc.titleChanges that should remain in higher education post COVID-19: A mixed-methods analysis of the experiences at three universitiesen_US
dc.typeReview Articleen_US

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