Meta-synthesis approach to continuity of learning in higher education by online education especially for Corona crisis

Document Type : Original Article

Authors
Ghasem Salimi
Mehdi Mohammadi
Reza Naseri Jahromi
Maryam Safari
Fatemeh Mirghafari
Shiraz university
10.52547/irphe.28.3.199
Abstract
The main goal of this research was to identify the components of the model of continuity of learning in higher education by using online education especially for the Corona crisis. This qualitative research was conducted using the six-step method of Sandlovski and Barroso. Through searching in reliable scientific databases inside and outside the country 39 articles related to the subject of the study and were published during 1919-22 were analyzed. The obtained data were analyzed by content analysis method. The findings of the study were the extraction of 15 effective themes which was the basis for designing the conceptual model of learning in higher education by supporting effective forms of online education during the outbreak of Corona. The classification of these factors into four main themes including new missions (optimal development of potential ability, professional training, training for change and development, training for citizenship and political maturity of students), the goals of the teaching and learning process (gathering knowledge, learning new tasks, developing knowledge, skills, attitudes and values, multimodal and text-centered and dynamic education, requirements and contexts (familiarity with computer technologies, infrastructure and access to technology and evaluation approaches (online learning evaluation, offline learning evaluation, and evaluation over time) The results of this qualitative study showed that the continuation of learning in higher education by supporting effective forms of online education during the outbreak of the Corona virus, by recognizing new missions, taking into account the requirements and platforms, paying attention to the goals of the teaching and learning process and evaluation approaches is possible. The awareness of the planners, policy makers and university administrators of the mentioned requirements in the light of paying attention to the components of the conceptual model will lead to the continuity of learning in higher education using online education.
Keywords
continuity of learning
Corona crisis
higher education
Meta-synthesis
online education
Subjects
  1. Ali, W. (2020). Online and remote learning in higher education institutes: A necessity in light of COVID-19 pandemic. Higher Education, 10 (3), 16- 25.
  2. Arpaci, I. (2019). A hybrid modeling approach for predicting the educational use of mobile cloud computing services in higher education. Computers in Human Behavior, 9 (1), 181- 187.
  3. Bajis, D., Chaar, B., & Moles, R. (2020). Rethinking competence: A nexus of educational models in the context of lifelong learning. Pharmacy, 8 (2), 81.
  4. Bambakidis, N.C., & Tomei, K.L. (2020). Impact of COVID-19 on neurosurgery resident training and education. Journal of Neurosurgeon, 14 (3), 1-2.
  5. Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., Lambert, S.R., et al (2020). A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15 (1), 1-126.
  6. Chea, C.C., Tan, J., & Huan, J. (2019). Higher education 4.0: The possibilities and challenges. Journal of Social Sciences and Humanities, 5 (2), 81- 85.
  7. Chenail, R.J. (2011). Learning to appraise the quality of qualitative research articles: A contextualized learning object for constructing knowledge. The Qualitative Report, 16(1), 236-248.
  8. Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., & Lam, S. (2020). COVID-19: 20 countries' higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3 (1), 1- 20.
  9. Czerniewicz, L. (2020). What we learnt from “going online” during university shutdowns in South Africa. International Journal of Social, Political and Economic Research,7 (20), 231- 247.
  10. Dedeilia, A., Sotiropoulos, M.G., Hanrahan, J.G., Janga, D., Dedeilias, P., & Sideris, M. (2020). Medical and surgical education challenges and innovations in the COVID-19 Era: A Systematic Review. In Vivo, 34(3), 1603-11.
  11. Duncan, A., Eicher, B., & Joyner, D.A. (2020). Enrollment motivations in an online graduate cs program: Trends & gender-and age-based differences. In Proceedings of the 51st ACM Technical Symposium on Computer Science Education,20 (11), 1241- 1247.
  12. Ferdig, R.E., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R., & Mouza, C. (2020). Teaching, technology, and teacher education during the covid-19 pandemic: Stories from the field. Waynesville. NC, USA: Association for the Advancement of Computing in Education (AACE): 1- 23.
  13. Foti, P. (2020). Research in distance learning in Greek kindergarten schools during the pandemic of COVID-19: Possibilities, dilemmas, limitations. European Journal of Open Education and E-learning Studies, 24 (5), 369- 373.
  14. Hand, B., Chen, Y.C., & Suh, J.K. (2021). Does a knowledge generation approach to learning benefit students? A systematic review of research on the science writing heuristic approach. Educational Psychology Review, 33(2), 535-577.‏
  15. Hansen, R.J., Talmage, C.A., Thaxton, S.P., & Knopf, R.C. (2020). Enhancing older adult access to lifelong learning institutes through technology-based instruction: A brief report. Gerontology & geriatrics education, 41 (3), 342-351.
  16. Houlden, S., & Veletsianos, G. (2020). Coronavirus pushes universities to switch to online classes – but are they ready? Retrieved from https://theconversation.com/coronavirus-pushes-universities-to-switch-to-online-classes-but-are-they-ready-132728.
  17. Huang, R.H., Liu, D.J., & Zhan, T. (2020). Guidance on Flexible learning during Campus Closures: Ensuring course quality of higher education in COVID-19 outbreak. Beijing: Smart Learning Institute of Beijing Normal University Pub.
  18. Huang, R.H., Liu, D.J., Tlili, A., Yang, J.F., & Wang, H.H. (2020). Handbook on facilitating flexible learning during educational disruption: The Chinese experience in maintaining undisrupted learning in COVID-19 Outbreak. Beijing: Smart Learning Institute of Beijing Normal University Pub.
  19. Jena, P.K. (2020). Impact of pandemic COVID 19 on education in India. International Journal of Current Research, 12 (7), 12582- 12586.
  20. Julia, K., Van Rosmalen, P., & Marco, K. (2021). Educational scalability in MOOCs: Analysing instructional designs to find best practices. Computers & Education, 161, 104054.
  21. Jones, D.S. (2020). History in crisis-lessons for COVID-19. New England Journal of Medicine, 382 (4), 1681-1683.
  22. Letzel, V., Pozas, M., & Schneider, C. (2020). Energetic students, stressed parents, and nervous teachers: A comprehensive exploration of inclusive homeschooling during the COVID-19 Crisis. Open Education Studies, 2 (2), 159 -170.
  23. Lincoln, Y.S., & Guba, E.G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
  24. Liu, B. (2020). Learning on the Job: Online Lifelong and Continual Learning. In AAAI(pp. 13544-13549).
  25. Logie, C.H. (2020). Lessons learned from HIV can inform our approach to COVID-19 stigma. Journal of the International AIDS Society, 23 (5), 1-3.
  26. Marinoni, G., Vantland, H., & Jensen, T. (2020). The impact of Covid-19 on higher education around the world. IAU Global Survey Report: 2- 50.
  27. Mason, G. (2020). Higher education, initial vocational education and training and continuing education and training: Where should the balance lie? Journal of Education and Work, 12 (3), 1-23.
  28. Matthews, K.E., Garratt, C., & Macdonald, D. (2018). The higher education landscapes. Trends and Implications, 4 (5), 1- 10.
  29. McMurtrie, B. (2020). The Coronavirus has pushed courses online. Professors are trying hard to keep up. Chronicle of Higher Edu[1]cation, 66 (26), 110- 116.
  30. Minix-Fuller, D.A. (2020). Parental involvement in children’s education at a Christian school: A transcendental phenomenological approach. (Doctoral theses), Liberty University, Lynchburg.
  31. Ning, X., Xu, S., Dong, X., Li, W., Nan, F., & Yao, Y. (2020). Continuous learning of face attribute synthesis. arXiv preprint arXiv:2004.06904.
  32. Nguyen, L., Le, H., Than, T., Ho, V., & Nguyen, G. (2020). School efficiency and student development: Is good school suitable for every student in Vietnam. Management Science Letters, 10 (16), 3843- 3854.
  33. Oberemok, V.V., Laikova, K.V., Yurchenko, K.A., Fomochkina, I.I., & Kubyshkin, A.V. (2020). SARS-CoV-2 will continue to circulate in the human population: An opinion from the point of view of the virus-host relationship. Inflammation Research Journal, 69 (7), 635-640.
  34. Paulynice, R. (2020). A Comparative study on parental involvement. (Doctoral dissertation), Nova Southeastern University, 1- 114.
  35. Pozas, M., Letzel, V., & Schneider, Ch. (2021). Homeschooling in times of corona: Exploring Mexican and German primary school students and parents’ chances and challenges during homeschooling. European Journal of Special Needs Education, 36 (1), 35- 50.
  36. Putri, R.S., & Purwanto, D. (2020). Impact of the COVID-19 pandemic on online home learning: An explorative study of primary schools in Indonesia. International Journal of Advanced Science and Technology, 29 (5), 4809-4818.
  37. Reimers, F., Schleicher, A., Saavedra, J., & Tuominen, S. (2020). Supporting the continuation of teaching and learning during the COVID-19 Pandemic. Supporting-the-continuation-of-teaching-and-learning-during-the-COVID-19-pandemic.pdf (oecd.org).
  38. Sandelowski, M., & Barroso, J. (2007). Handbook for synthesizing qualitative research. New York, NY: Springer.
  39. Sapiro, B. (2021). Teaching social work practice in the shared trauma of a global pandemic. In C. Tosone (Ed.), Shared trauma, shared resilience during a pandemic social work in the time of COVID19. Springer: 323- 329.
  40. Sarrab, M., Al-Shihi, H., Al-Manthari, B., & Bourdoucen, H. (2018). Toward educational requirements model for Mobile learning development and adoption in higher education. Tech Trends, 62 (6), 635- 646.
  41. Singh, S., & Ranjith, M. (2021). Lockdown and its impact on education, environment and economy. Journal of Advanced Education Philosophy, 5 (4), 116-119.
  42. Stewart, T.C., & Eliasmith, C. (2020). Continuous and parallel: Challenges for a Standard Model of the Mind. Common Model of Cognition Bulletin, 1 (2), 466-469.
  43. Stoleski, S. (2020). The reopening of schools and adoption of universal wearing of face masks in anticipation of sustained transmission or the second wave of COVID-19 with the influenza virus. Journal of Public Health International, 12 (3), 347- 350.
  44. Sulasmi, E. (2021). Effectiveness of modeling learning strategies to improve student-learning outcomes. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities, 4 (1), 125- 130.
  45. Tarkar, P. (2020). Impact of Covid-19 pandemic on education system. International Journal of Advanced Science and Technology, 29 (9), 3812-3814.
  46. Toquero, C.M. (2020). Challenges and opportunities for higher education amid the COVID-19 pandemic: The Philippine context. Pedagogical Research, 5 (4), 1- 5.
  47. Towers, A., & Towers, N. (2020). Re-evaluating the postgraduate students’ course selection decision-making process in the digital era. Studies in Higher Education, 45 (6), 1133-1148.
  48. Wang, Z., Chen, C., & Dong, D. (2020). Lifelong incremental reinforcement learning with online Bayesian inference. arXiv preprint arXiv:2007.14196.
  49. Wu, Z. (2020). How a top Chinese university is responding to coronavirus. World Economic Forum, 5(3), 1- 11.

  • Receive Date 31 October 2020
  • Revise Date 10 August 2021
  • Accept Date 15 September 2021
  • Publish Date 22 November 2022