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      Online education in higher education: emerging solutions in crisis times ☆

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          Abstract

          The COVID-19 pandemic caused changes in higher education institutions, mainly due to the temporary closure of face-to-face activities in universities worldwide. The transformation from face-to-face to online education was one of the emerging solutions to this crisis. This research aims to analyse and describe the adaptation process from face-to-face to online education and the perceptions of faculty and students during the pandemic in a literature review study. We developed this study following the methodology supported by the PRISMA statement and the PICoS strategy, retrieving scientific literature from Web of Science, Scopus, ERIC and PsycINFO. Of the 241 studies that the search yielded, 29 have been included. The results showed that online education was an enabling alternative for the development of higher education, but numerous weaknesses in the transition to online education were identified. The study concludes that online learning is a future direction in higher education. Therefore, institutions should invest more in online education platforms and improve faculty training plans.

          Abstract

          Online education; Higher education; COVID-19; Review.

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          Is Open Access

          Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement

          David Moher, Larissa Shamseer, Mike Clarke … (2017)
          Systematic reviews should build on a protocol that describes the rationale, hypothesis, and planned methods of the review; few reviews report whether a protocol exists. Detailed, well-described protocols can facilitate the understanding and appraisal of the review methods, as well as the detection of modifications to methods and selective reporting in completed reviews. We describe the development of a reporting guideline, the Preferred Reporting Items for Systematic reviews and Meta-Analyses for Protocols 2015 (PRISMA-P 2015). PRISMA-P consists of a 17-item checklist intended to facilitate the preparation and reporting of a robust protocol for the systematic review. Funders and those commissioning reviews might consider mandating the use of the checklist to facilitate the submission of relevant protocol information in funding applications. Similarly, peer reviewers and editors can use the guidance to gauge the completeness and transparency of a systematic review protocol submitted for publication in a journal or other medium.
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            COVID ‐19 and online teaching in higher education: A case study of Peking University

            Wei Bao (2020)
            Abstract Starting from the spring of 2020, the outbreak of the COVID‐19 caused Chinese universities to close the campuses and forced them to initiate online teaching. This paper focuses on a case of Peking University's online education. Six specific instructional strategies are presented to summarize current online teaching experiences for university instructors who might conduct online education in similar circumstances. The study concludes with five high‐impact principles for online education: (a) high relevance between online instructional design and student learning, (b) effective delivery on online instructional information, (c) adequate support provided by faculty and teaching assistants to students; (d) high‐quality participation to improve the breadth and depth of student's learning, and (e) contingency plan to deal with unexpected incidents of online education platforms.
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              Perceptions of medical students towards online teaching during the COVID-19 pandemic: a national cross-sectional survey of 2721 UK medical students

              Samiullah Dost, Aleena Hossain, Mai Shehab … (2020)
              Objectives To investigate perceptions of medical students on the role of online teaching in facilitating medical education during the COVID-19 pandemic. Design Cross-sectional, online national survey. Setting Responses collected online from 4th May 2020 to 11th May 2020 across 40 UK medical schools. Participants Medical students across all years from UK-registered medical schools. Main outcome measures The uses, experiences, perceived benefits and barriers of online teaching during the COVID-19 pandemic. Results 2721 medical students across 39 medical schools responded. Medical schools adapted to the pandemic in different ways. The changes included the development of new distance-learning platforms on which content was released, remote delivery of lectures using platforms and the use of question banks and other online active recall resources. A significant difference was found between time spent on online platforms before and during COVID-19, with 7.35% students before versus 23.56% students during the pandemic spending >15 hours per week (p<0.05). The greatest perceived benefits of online teaching platforms included their flexibility. Whereas the commonly perceived barriers to using online teaching platforms included family distraction (26.76%) and poor internet connection (21.53%). Conclusions Online teaching has enabled the continuation of medical education during these unprecedented times. Moving forward from this pandemic, in order to maximise the benefits of both face-to-face and online teaching and to improve the efficacy of medical education in the future, we suggest medical schools resort to teaching formats such as team-based/problem-based learning. This uses online teaching platforms allowing students to digest information in their own time but also allows students to then constructively discuss this material with peers. It has also been shown to be effective in terms of achieving learning outcomes. Beyond COVID-19, we anticipate further incorporation of online teaching methods within traditional medical education. This may accompany the observed shift in medical practice towards virtual consultations.
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                Author and article information

                Journal
                Journal ID (nlm-ta): Heliyon
                Journal ID (iso-abbrev): Heliyon
                Title: Heliyon
                Publisher: The Author(s). Published by Elsevier Ltd.
                ISSN (Electronic): 2405-8440
                Publication date PMC-release: 10 August 2022
                Publication date (Print): August 2022
                Publication date (Electronic): 10 August 2022
                Volume: 8
                Issue: 8
                Page: e10139
                Affiliations
                [a ]University of Seville, Seville, Spain
                [b ]CI&DEI-ESECD-IPG (Centre for Studies in Education and Innovation), Guarda, Portugal
                Author notes
                [∗ ]Corresponding author.
                Article
                Publisher Item ID: S2405-8440(22)01427-X Publisher ID: e10139
                DOI: 10.1016/j.heliyon.2022.e10139
                PMC ID: 9364665
                PubMed ID: 35965985
                SO-VID: c1740391-eab0-4a58-b62f-242d6ecc44bf
                Copyright © © 2022 The Author(s)
                License:

                Since January 2020 Elsevier has created a COVID-19 resource centre with free information in English and Mandarin on the novel coronavirus COVID-19. The COVID-19 resource centre is hosted on Elsevier Connect, the company's public news and information website. Elsevier hereby grants permission to make all its COVID-19-related research that is available on the COVID-19 resource centre - including this research content - immediately available in PubMed Central and other publicly funded repositories, such as the WHO COVID database with rights for unrestricted research re-use and analyses in any form or by any means with acknowledgement of the original source. These permissions are granted for free by Elsevier for as long as the COVID-19 resource centre remains active.

                History
                Date received : 8 March 2022
                Date revision received : 18 April 2022
                Date accepted : 28 July 2022
                Categories
                Subject: Review Article

                Keywords: online education,higher education,covid-19,review
                Data availability:
                Keywords: online education, higher education, covid-19, review

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