Shifting from face to face to online teaching due to COVID-19 pandemic – personal assessment of American and Polish higher education teachers
More details
Hide details
Military University of Technology, Faculty of Security, Logistics and Management
Dwight D. Eisenhower School for National Security And Resource Strategy
Online publication date: 2020-12-18
Publication date: 2020-12-18
NSZ 2020;15(4):27-38
As a result of the COVID-19 pandemic, many faculty members were required to abruptly shift from face-to-face to online teaching. Within this, some instructors managed well, while others struggled. This COVID-19 induced shift to online teaching constitutes a clear achievement situation is that for many faculty members, it marked the first time that it was mandatory for all courses to be exclusively taught online what proved to be challenging for teachers. Therefore the objective of the paper is to present first-hand experience of academic teachers in Poland and USA representing Military University of Technology and National Defence University in USA. Given the sudden nature of transitioning from an in-residence program to an on-line program, the Eisenhower School in USA and Faculty of Security, Logistics and Management in Poland encountered many issues identified in the literature, like understanding student learning styles and culture; applying best pedagogical approaches; managing technology and technological issues; receiving sufficient technical training; and preparation and execution time management challenges ( Islam, Beer, and Slack 2015). The authors postulate that on-line teaching should be regarded as complimentary to traditional teaching, as nothing will replace face to face contact.
AITHAL, P.S. and AITHAL, S. 2016, Impact of on-line education on higher education system, “International Journal of Engineering Research and Modern Education”, Vol. 1 No. 1, pp. 225-235.
BALENI, Z. 2015, Online formative assessment in higher education: its pros and cons, The Electronic Journal of e-Learning, Vol. 13 No. 4, pp. 228-236.
BHAT, R., SINGH, V. K., NAIK, N., KAMATH, C. R., MULIMANI, P., and KULKARNI, N., 2020, COVID-2019 outbreak: The disappointment in Indian teachers, “Asian Journal of Psychiatry”, 50, 102047, https://doi.org/10.1016/j.ajp.....
CHATELIER, G. and VOICU, I. 2018, E-learning within the framework of UNESCO, “In the proceedings of the four-teenth international conference on eLearning for knowledge-based society”, Thailand.
CHI, M.T., and WYLIE, R., 2014, The ICAP framework: Linking cognitive engagement to active learning out-comes, “Educational psychologist”, 49(4), 219-243.
CRAWFORD-FERRE, H.G. and WIEST, L.R. 2012, Effective online instruction in higher education, “The Quarterly Review of Distance Education”, Vol. 13 No. 1, pp. 11-14.
DEMIR, M. 2018, Using online peer assessment in an Instructional Technology and material Design course through social media, “Higher Education”, Vol. 75, pp. 399-414, doi: 10.1007/s10734-017- 0146-9.
DENZIN, N., and LINCOLN, Y., 2005, Introduction: The discipline and practice of qualitative research. In Norman Den-zin & Yvonna Lincoln (Eds.), The SAGE handbook of qualitative research (pp.1-32). Thousand Oaks, CA: Sage.
IAU REPORT (2020), The Impact of Covid-19 on Higher Education Around the World, Published by the International Association of Universities, available at: https://www.iau-aiu.net/IMG/pd....
ISLAM, N., BEER, M. and SLACK, F. 2015, E-Learning challenges faced by academics in higher education: a literature review, “Journal of Education and Training Studies”, Vol. 3 No. 5, pp. 102-112, doi: 10.11114/jets.v3i5.947.
KHAN, S. and KHAN, R.A. 2019, Online assessments: exploring perspectives of university students, “Education and Information Technologies”, Vol. 24, pp. 661-677.
LI, L., FINLEY, J., PITTS, J., and GUO, R. 2011, Which is a better choice for student-faculty interaction: synchronous or asynchronous communication?, “Journal of Technology Research”, Vol. 12, Vol. 1.
LIM, F. P. 2017, An analysis of synchronous and asynchronous communication tools in e-learning, “Advanced Science and Technology Letters”, 143(46), 230-234.
MCCONNELL, D. 2018, E-learning in Chinese higher education: the view from inside, “Higher Education”, Vol. 75, pp. 1031-1045, doi: 10.1007/s10734-017-0183-4.
O’CONNOR, K. 2014, MOOCs institutional policy and change dynamics in higher education, “Higher Education”, Vol. 68, pp. 623-635, doi: 10.1007/s10734-014-9735-z.
OFFIR, B., LEV, Y., and BEZALEL, R. 2008, Surface and deep learning processes in distance education: Synchronous versus asynchronous systems, “Computers & Education”, 51(3), 1172-1183.
O’NEILL, D.K. and SAI, T.H. 2014, Why not? Examining college students’ reasons for avoiding an online course, “Higher Education”, Vol. 68, pp. 1-14, doi: 10.1007/s10734-013-9663-3.
ORTIZ P. A. 2020, Teaching in the time of COVID-19, “Biochemistry and Molecular Biology Education”, 48(3), 201. https://doi.org/10.1002/bmb.21....
OZDEN, M.Y., ERT€URK, I. and SANLI, R. 2004, Students’ perceptions of online assessment: a case study, “Journal of Distance Education”, Vol. 19 No. 2, pp. 77-92.
RAI, L. 2019, Successful learning through massive open online courses, “IEEE Potentials”, Vol. 38, No. 6, pp. 19-24.
SARRAYRIH, M.A. and ILYAS, M. 2013, Challenges of online exam, performances and problems for online university exam, “IJCSI International Journal of Computer Science Issues”, Vol. 10 No. 11, pp. 439-443.
SHEREEN, M.A., KHAN, S.M., KAZMI, A., BASHIR, N. and SIDDIQUE, R. 2020, “COVID-19 infection: origin, transmission, and characteristics of human coronaviruses, “Journal of Advanced Research”, Vol. 24, pp. 91-98, doi: 10.1016/j.jare.2020.03.005.
STOWELL, J.R. and BENNETT, D. 2010, Effects of online testing on student exam performance and test anxiety, “Jour-nal of Educational Computing Research”, Vol. 42, pp. 161-171.
SWAN, J.G. 2017, The challenges of online learning, “Journal of Learning Design”, Vol. 10 No. 1, pp. 20-30, doi: 10.5204/jld.v9i3.293.
WEKERLE, C., DAUMILLER, M., and KOLLAR, I. 2020, Using digital technology to promote higher education learning: The importance of different learning activities and their relations to learning outcomes, “Journal of Research on Technology in Education”. Advanced online spublication. https://doi.org/10.1080/153915....
AHMAD, I., JASOLA, S. and ANUPRIYA, 2017, Supplementing higher education with MOOCs: a case study, In the pro-ceedings of International Conference on Emerging Trends in Computing and Communication Technologies (ICETCCT), pp. 1-5, available at: https://ieeexplore.ieee.org/do..., date of access: 20.09.2020.
https://www.gov.pl/web/edukacj..., date of access: 15.09.2020.
https://MOOC Courses: Massive Open Online Courses [2021 Guide] (mydegreeguide.com) 20.09.2020.
https://www.mooc.org, date of access: 20.09.2020.
https://www.gov.pl, date of access: 15.09.2020.
https://www. GBSN Beyond – GBSN, virtual conference, reimagined, 9-13 November 2020, date of access, 20.11.2020.
Journals System - logo
Scroll to top