Research Article
Jabbar Al Muzzamil Fareen
EUR J INTERACT MULTIMED ED, Volume 3, Issue 1, Article No: e02206
ABSTRACT
Digital learning has been the need of the hour as it has been providing access to online resources and to get engaged in their higher education courses amid COVID-19 lockdown. This paper is focused on highlighting how the Information and Communication Technology (ICT) tools, media and E-pedagogy as an instructional practice have been robustly used to gain disciplinary knowledge and information and to continuously avail the benefits of virtual learning. Higher education has been specifically digitalized and trialled without any preparation on the part of academies as well as teachers and students. This paper is more concerned on understanding how lockdown accelerated the digitalization of higher education and universities positively responded switching on to technology enabled online platforms for both instruction and evaluation. Further, it is also suggested that in the process of shifting to E-Pedagogy, both teachers and students need to be continuously provided with adequate technical tools and media to stay connected in online classes through virtual mode.
Keywords: COVID-19, digital learning, e-pedagogy, higher education, Information and Communication Technology (ICT), online learning resources, Knowledge and Resource Management (KRM)
Research Article
Khetsiwe Mthethwa-Kunene, Talent Rugube, Cosmas Maphosa
EUR J INTERACT MULTIMED ED, Volume 3, Issue 1, Article No: e02204
ABSTRACT
Teaching and learning in higher education should shift from surface learning to deeper learning. Deeper learning provides opportunities for students to achieve high learning outcomes. However, there is a dearth of information on the utilization of deeper learning in higher education. Deeper learning demands educators to employ pedagogy that enhances the acquisition of higher-order skills. Through deeper learning, students develop critical skills that are necessary for the twenty-first century. Such skills enable the students to succeed in their careers and social life. In this paper, the authors explore deeper learning for enhancing teaching and learning in higher education. In particular, unpacking the competencies of deeper learning. The paper focuses on promoting problem-solving, content knowledge, critical thinking, communication, and collaboration, contextualising learning, learning how to learn, transferring of knowledge and skills, the utilisation of digital technology supporting students to become life-long learners, as well as deeper learning and the 21st-century skills. To collect data, a desktop review of deeper learning competencies was done. In conclusion, the paper proposes the most appropriate strategies for promoting deeper learning for the attainment of 21st-century skills.
Keywords: critical skills, digital technology, deeper learning, higher education
Research Article
Hassane Razkane, Adil Youssef Sayeh, Mohamed Yeou
EUR J INTERACT MULTIMED ED, Volume 3, Issue 1, Article No: e02201
ABSTRACT
The current paper discussed the challenges encountered by university teachers during online education in Morocco. It also investigated teachers’ attitudes towards their distance teaching experience. 156 Chouaib Doukkali University teachers, (male=85 and female=71) were administered an online questionnaire via their professional email addresses. The participants, belonging to five faculties, were kindly invited to fill out the question within two weeks. For triangulation purposes, 20 (male=12 and females=8) informants were interviewed about their experience with distance education. Quantitative data were analyzed through descriptive statistics to extract demographic characteristics of the participants and provide measurements of mean values, standard deviations, and frequencies of the variables. Qualitative data were thematically analyzed. Findings showed that although the vast majority of the respondents used online teaching, many faced both technical and logistical barriers, which were reported to impede the good delivery of lessons. Also, the majority of the participants showed a negative attitude towards the COVID-19 online teaching experience. The study discusses some implications for online teaching practice in tertiary education in Morocco.
Keywords: COVID-19 pandemic, higher education, distance learning, university teachers, challenges
Research Article
Kamaludeen Samaila, Mona Masood, Kien Tsong Chau
EUR J INTERACT MULTIMED ED, Volume 2, Issue 2, Article No: e02112
ABSTRACT
The traditional lecture-based method has been used in universities, colleges, and schools to assimilate the knowledge. A modern method of teaching is needed to overcome the limitations and challenges of the traditional lecture-based method, to improve students’ satisfaction and to increase learning outcomes. Among the modern methods of teaching, a flipped classroom (FC) model has recently been implemented as an alternative method of teaching. To explore students’ satisfaction in a flipped classroom model, a quantitative approach with a questionnaire as an instrument was used for data collection from an accessible sample size of 110 students. The results from a Partial Least Square Structural Equation Modelling (PLS-SEM) indicated that perceived value has positively influenced students’ satisfaction. However, the results further revealed that instructor-generated video content, perceived usefulness, and perceived ease of use were found to have no positive influence on students’ satisfaction. The study makes some recommendations that aid in the design and implementation of the FC model. It also offers additional information for those who wish to adopt the FC model in their institutions.
Keywords: flipped classroom model, flipped learning, instructor-generated video content, perceived usefulness, perceived ease of use, perceived value, higher education