Impact of innovation on teaching and learning in higher education setting affected by Covid-19
By: Ajitesh, V. et al
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Material type: 
BookPublisher: ASCI: Journal of Management Description: 51(1), Mar, 2022: p.79-90.Subject(s): offline education, Online education, Innovation, Statistics, T-test
In:
ASCI: Journal of ManagementSummary: Education, since times immemorial, has always required in-person interactions between teachers and students. In recent times, however, Massive open online courses (MOOCs) have become popular with the goal of democratizing education. COVID-19 accelerated the pace of such online learning. However, the completion rates in the self-driven MOOC courses have been low, and learning outcomes depend strongly on the learners’ motivation. The pandemic enabled faculty to adapt quickly to the black swan event, and the teaching-learning process resumed online. To comparethe impact of offline, online learning and teaching on student performances, perceptions and class feedback, structured student surveys were conducted, and student performances were analyzed in higher education settings. Statistical analyses were conducted using descriptive statistics and two-sample ttests. We observed that while the perceptions were overwhelmingly in favour of offline education, the students performed equally well in both settings, and their feedback was equally good for both learning modes. – Reproduced
| Item type | Current location | Call number | Vol info | Status | Date due | Barcode |
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Articles
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Indian Institute of Public Administration | 51(1), Mar, 2022: p.79-90 | Available | AR128297 |
Education, since times immemorial, has always required in-person interactions between teachers and students. In recent times, however, Massive open online courses (MOOCs) have become popular with the goal of democratizing education. COVID-19 accelerated the pace of such online learning. However, the completion rates in the self-driven MOOC courses have been low, and learning outcomes depend strongly on the learners’ motivation. The pandemic enabled faculty to adapt quickly to the black swan event, and the teaching-learning process resumed online. To comparethe impact of offline, online learning and teaching on student performances, perceptions and class feedback, structured student surveys were conducted, and student performances were analyzed in higher education settings. Statistical analyses were conducted using descriptive statistics and two-sample ttests. We observed that while the perceptions were overwhelmingly in favour of offline education, the students performed equally well in both settings, and their feedback was equally good for both learning modes. – Reproduced
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