Abstract
This study centers on a retrospective investigation of effective and pedagogic planning of academic digital courses taught during the COVID-19 crisis, from the students’ perspective. We shall focus on the difference between the traditional, teaching-centered paradigm, and the modern learning-centered approach, while emphasizing the formulation of learning outcomes in online study expanses, in light of the learning experience imposed on teachers and students at the various academic institutions.The study explored the learning outcomes from students’ point of view, as well as the benefits and challenges embodied by formulating learning goals in the post-COVID era, according to the learning-centered paradigm, relating to the strengths and weaknesses of the Zoom teaching method from the students’ perspective, predicated on 1,828 students from several institutions. We used a mixed methods design incorporating qualitative and quantitative analysis to develop the Online Teaching Recommendations (SOTR) model. We used Structural Equation Modeling (SEM) for goodness-of-fit.The research findings indicate that the various types of e-learning challenge academic institutions to carry out renewed thinking about the main potential advantage of physical academic institutions where students and teachers meet, talk, and discuss directly and unmediated, compared to virtual bodies of knowledge and teaching that are evolving at present and that are allegedly threatening to render universities irrelevant.
Highlights
The The challenges of teaching and learning in academia in general and in the technological era in particular, all the more so during COVID-19, serve to pinpoint the differences between the teaching-centered approach and the approach based on e-learning
There is a burgeoning of blended study programs, as many financial resources have been invested in developing technology suitable for e-learning and -teaching, and online tools have been successfully integrated within the conventional study methods (Redpath, 2012)
Gender was coded as 1=male and 0=female, a positive relationship indicates that males are more worried than females about the negative effect of the change to the online teaching environment on their grades
Summary
The The challenges of teaching and learning in academia in general and in the technological era in particular, all the more so during COVID-19, serve to pinpoint the differences between the teaching-centered approach and the approach based on e-learning. We shall begin by relating to the motivation for academic studies from the students’ perspective, as well as the advantages of the physical learning expanse on campus for shaping their personal and professional future. We shall relate to planning courses in the learner-centered teaching method in the digital era (Cohen & Davidovitch, 2020). The remote learning method is customarily defined as a study method where students and teachers are present in separate physical locations (Roffe, 2004). There is a burgeoning of blended study programs, as many financial resources have been invested in developing technology suitable for e-learning and -teaching, and online tools have been successfully integrated within the conventional study methods (Redpath, 2012).
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