Modern learning models through teacher and student dynamic interaction in HEI towards COVID-19 pandemic condition
Keywords:
COVID-19 pandemic, educational digital content, educational process, higher education system, higher educational institutions, online learning, teacher-student interactionAbstract
The aims of the study is an empirical assessing the dynamic interaction of a teacher and a student at the HEI during a pandemic as an important component of the distance learning model, identifying methods and ways to ensure the integration of this component in the distance learning program for further use in the practice of HEIs. The methodology is based on the method of case analysis of the University of Oxford in the organization of educational activities during the pandemic following the Business Continuity Planning (BCP) framework. The results show that planning of crises should be used and, accordingly, scenarios for organizing educational activities should be developed for the effectiveness of the digital learning model and the provision of a dynamic online environment. It has been revealed that the University of Oxford’s Business Continuity Planning (BCP) framework provides insight into the current crisis. The next factor in the effectiveness of training at HEIs during a pandemic is the planning of training courses based on templates developed by the leadership of universities. Templates of hybrid, virtual, personal courses provide unified teaching and learning processes, greatly facilitating the interaction of students and teachers.
Downloads
References
Alkhalaf, S., Drew, S., Alghamdi, R., & Alfarraj, O. (2012). E-learning system on higher education institutions in KSA: Attitudes and perceptions of faculty members. Procedia-Social and Behavioral Sciences, 47, 1199-1205. https://doi.org/10.1016/j.sbspro.2012.06.800
Andrew, C., & Pfurtscheller, G. (1996). Event-related coherence as a tool for studying dynamic interaction of brain regions. Electroencephalography and clinical neurophysiology, 98(2), 144-148. https://doi.org/10.1016/0013-4694(95)00228-6
Arianggara, A. W., Baso, Y. S., Ramadany, S., Manapa, E. S., & Usman, A. N. (2021). Web-based competency test model for midwifery students. International Journal of Health & Medical Sciences, 4(1), 1-7.
Arora, A. K., & Srinivasan, R. (2020). Impact of pandemic COVID-19 on the teaching–learning process: A study of higher education teachers. Prabandhan: Indian journal of management, 13(4), 43-56.
Asarta, C. J., & Schmidt, J. R. (2020). The effects of online and blended experience on outcomes in a blended learning environment. The Internet and Higher Education, 44, 100708. https://doi.org/10.1016/j.iheduc.2019.100708
Bao, W. (2020). COVID?19 and online teaching in higher education: A case study of Peking University. Human behavior and emerging technologies, 2(2), 113-115.
Carius, A. C. (2020). Network education and blended learning: Cyber University concept and Higher Education post COVID-19 pandemic. Research, Society and Development, 9(10), e8209109340-e8209109340.
Chang, C. L., & Fang, M. (2020). E-Learning and online instructions of higher education during the 2019 novel coronavirus diseases (COVID-19) epidemic. In Journal of Physics: Conference Series (Vol. 1574, No. 1, p. 012166). IOP Publishing.
Cicha, K., Rizun, M., Rutecka, P., & Strzelecki, A. (2021). COVID-19 and higher education: First-year students’ expectations toward distance learning. Sustainability, 13(4), 1889.
Claro, M., Salinas, Á., Cabello-Hutt, T., San Martín, E., Preiss, D. D., Valenzuela, S., & Jara, I. (2018). Teaching in a Digital Environment (TIDE): Defining and measuring teachers' capacity to develop students' digital information and communication skills. Computers & Education, 121, 162-174. https://doi.org/10.1016/j.compedu.2018.03.001
Da?, F., & Geçer, A. (2009). Relations between online learning and learning styles. Procedia-Social and Behavioral Sciences, 1(1), 862-871. https://doi.org/10.1016/j.sbspro.2009.01.155
Diachenko, A., Vusyk, H., Bielova, Y., Shurdenko, M., & Titenko, O. (2021). The educational role in COVID-19 terms of ethnodesign graphic function in higher education practical activities. International Journal of Health Sciences, 5(3), 584-593. https://doi.org/10.53730/ijhs.v5n3.2540
Díaz-Campo, J., & Segado-Boj, F. (2015). Journalism ethics in a digital environment: How journalistic codes of ethics have been adapted to the Internet and ICTs in countries around the world. Telematics and informatics, 32(4), 735-744. https://doi.org/10.1016/j.tele.2015.03.004
Estevez, G. A., Espinosa, A. H. R., & Rodríguez, D. L. (2019). Design of intervention program for preventing of alcohol misuse in university students. International Journal of Health & Medical Sciences, 2(1), 33-38.
Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Societies, 10(4), 86.
Gerlich, D., Hirota, T., Koch, B., Peters, J. M., & Ellenberg, J. (2006). Condensin I stabilizes chromosomes mechanically through a dynamic interaction in live cells. Current biology, 16(4), 333-344. https://doi.org/10.1016/j.cub.2005.12.040
Graham, C. R., Woodfield, W., & Harrison, J. B. (2013). A framework for institutional adoption and implementation of blended learning in higher education. The internet and higher education, 18, 4-14. https://doi.org/10.1016/j.iheduc.2012.09.003
Iglesias-Pradas, S., Hernández-García, Á., Chaparro-Peláez, J., & Prieto, J. L. (2021). Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study. Computers in Human Behavior, 119, 106713. https://doi.org/10.1016/j.chb.2021.106713
Lyster, R. (2002). Negotiation in immersion teacher–student interaction. International Journal of Educational Research, 37(3-4), 237-253. https://doi.org/10.1016/S0883-0355(03)00003-X
Lytvyn, V., Akimova, O., Kuznetsova, H., Zenchenko, T., Stepanenko, O., & Koreneva, I. (2021). The use of synchronous and asynchronous teaching methods in pedagogical education in COVID-19 terms. International Journal of Health Sciences, 5(3), 617-629. https://doi.org/10.53730/ijhs.v5n3.2681
Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1, 100012. https://doi.org/10.1016/j.ijedro.2020.100012
Mittal, A., Mantri, A., Tandon, U., & Dwivedi, Y. K. (2021). A unified perspective on the adoption of online teaching in higher education during the COVID-19 pandemic. Information Discovery and Delivery.
Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). e-Learning, online learning, and distance learning environments: Are they the same?. The Internet and higher education, 14(2), 129-135. https://doi.org/10.1016/j.iheduc.2010.10.001
O?adowicz, A. (2020). Modified blended learning in engineering higher education during the COVID-19 lockdown—Building automation courses case study. Education Sciences, 10(10), 292.
Petronzi, R., & Petronzi, D. (2020). The Online and Campus (OaC) Model as a Sustainable Blended Approach to Teaching and Learning in Higher Education: A Response to COVID-19. Journal of Pedagogical Research, 4(4), 498-507.
Ramírez-Hurtado, J. M., Hernández-Díaz, A. G., López-Sánchez, A. D., & Pérez-León, V. E. (2021). Measuring online teaching service quality in higher education in the covid-19 environment. International Journal of Environmental Research and Public Health, 18(5), 2403.
Rinekso, A. B., & Muslim, A. B. (2020). Synchronous online discussion: teaching English in higher education amidst the covid-19 pandemic. JEES (Journal of English Educators Society), 5(2), 155-162.
Rizun, M., & Strzelecki, A. (2020). Students’ acceptance of the Covid-19 impact on shifting higher education to distance learning in Poland. International Journal of Environmental Research and Public Health, 17(18), 6468.
Sá, M. J., & Serpa, S. (2020). The COVID-19 pandemic as an opportunity to foster the sustainable development of teaching in higher education. Sustainability, 12(20), 8525.
Savinova, N., Berehova, M., Yanchytska, K., Stelmah, N., Biliuk, O., & Kasatkina-Kubyshkina, O. (2021). ICT role during COVID-19 pandemic in lifelong learning for disabilities. International Journal of Health Sciences, 5(3), 594-604. https://doi.org/10.53730/ijhs.v5n3.2572
Slipchuk, V., Yuzkiv, H., Lutaieva, T., Batechko, N., & Pisotska, M. (2021). Pedagogical Skills and Communicative Competence of University Teachers during the Classes. Review of International Geographical Education Online, 11(4), 1226-1237.
Thai, N. T. T., De Wever, B., & Valcke, M. (2017). The impact of a flipped classroom design on learning performance in higher education: Looking for the best “blend” of lectures and guiding questions with feedback. Computers & Education, 107, 113-126. https://doi.org/10.1016/j.compedu.2017.01.003
Tirziu, A. M., & Vrabie, C. (2015). Education 2.0: E-learning methods. Procedia-Social and Behavioral Sciences, 186, 376-380. https://doi.org/10.1016/j.sbspro.2015.04.213
Van de Pol, J., & Elbers, E. (2013). Scaffolding student learning: A micro-analysis of teacher–student interaction. Learning, Culture and Social Interaction, 2(1), 32-41. https://doi.org/10.1016/j.lcsi.2012.12.001
Verawardina, U., Asnur, L., Lubis, A. L., Hendriyani, Y., Ramadhani, D., Dewi, I. P., ... & Sriwahyuni, T. (2020). Reviewing online learning facing the Covid-19 outbreak. Journal of Talent Development and Excellence, 12(3s), 385-392.
Widana, I.K., Sumetri, N.W., Sutapa, I.K., Suryasa, W. (2021). Anthropometric measures for better cardiovascular and musculoskeletal health. Computer Applications in Engineering Education, 29(3), 550–561. https://doi.org/10.1002/cae.22202
Yuzkiv, H. I., Ivanenko, I. M., Marchenko, N. V., Kosharna, N. V., & Medvid, N. S. (2020). Innovative Methods in Language Disciplines during Profile Training Implementation. International Journal of Higher Education, 9(7), 230-242.
Yuzkiv, H., Slipchuk, V., Batechko, N., Mykhaylichenko, M., & Vdovychenko, O. (2021). Practical aspects of the application of pedagogical skill and communicative competence of teachers of higher education institutions. Revista on line de Política e Gestão Educacional.
Published
How to Cite
Issue
Section
Copyright (c) 2022 International journal of health sciences
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Articles published in the International Journal of Health Sciences (IJHS) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant IJHS right of first publication under CC BY-NC-ND 4.0. Users have the right to read, download, copy, distribute, print, search, or link to the full texts of articles in this journal, and to use them for any other lawful purpose.
Articles published in IJHS can be copied, communicated and shared in their published form for non-commercial purposes provided full attribution is given to the author and the journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
This copyright notice applies to articles published in IJHS volumes 4 onwards. Please read about the copyright notices for previous volumes under Journal History.
