Abstract
Crisis requires society to renew itself, albeit in a disruptive way. The current Covid-19 pandemic is transforming ways of working, living, and relating to each other on a global level, suddenly and dramatically. This paper focuses on the field of education to show how higher education institutions are undergoing radical transformations driven by the need to digitalize education and training processes in record time with academics who lack innate technological capabilities for online teaching. The university system must strive to overcome this situation to be competitive and provide high-quality education in a scenario of digital transformation, disruptive technological innovations, and accelerated change. To achieve these goals, this paper explains some barriers and challenges that universities encounter, as well as technological resources and methodologies they have used in the current scenario to transform higher education to face Covid-19 disruption. The discussion and conclusion synthesize significant insights that can be applied to the digitalization of education in the foreseeable future.
Highlights
The disruption caused by the current Covid-19 pandemic is unprecedented, and the resulting economic and social measures have brought massive change (Krishnamurthy, 2020)
To enable safe transition and achieve a successful transformation, universities must be aware of these potential obstacles and establish appropriate mechanisms to overcome them. We describe these barriers from the perspective of the main agents involved in the learning process: students, professors, and institutions
Our examination reveals the use of a plethora of technological tools and platforms to support online learning: web-based learning platforms, video-conferencing tools, Massive Open Online Courses (MOOCs), streaming conferences, instant messaging tools, and educational apps, among others, to support new methodologies to enable learning processes
Summary
The disruption caused by the current Covid-19 pandemic is unprecedented, and the resulting economic and social measures have brought massive change (Krishnamurthy, 2020). The sudden forced closure of face-to-face teaching has led academics and students into “unfamiliar terrain” due to the need to adapt swiftly to total e-learning settings (Carolan et al, 2020) This sudden change has required universities to evolve toward online teaching in record time, implementing and adapting the technological resources available and involving professors and researchers who lack. Disruptive educational innovation replaces existing methodologies and modes of knowledge transmission by opening new alternatives for learning. It introduces new advances in education systems through information and communication technologies. This educational disruption considers both the student and the professor as engines of learning to promote an open curriculum enabled by new digital education. This article’s novel contribution lies in its gathering of most articles on the topic of Covid-19 in HEIs to review the most common difficulties they identify and the solutions proposed to them by different countries globally
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