Sustaining Student Roles, Digital Literacy, Learning Achievements, and Motivation in Online Learning Environments during the COVID-19 Pandemic

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Abstract

The sudden COVID-19 pandemic has forced many educational institutes to shut down and many students to stay home receiving online learning. This study aims to identify the changes in student roles and digital literacy and the strategies to improve motivation and learning achievement in online learning environments during the COVID-19 pandemic. Through a rapid evidence assessment review study based on the protocol of Preferred Reporting Items for Systematic Review and Meta-analysis (PRISMA), it is concluded that student roles have experienced great changes, that students have assumed multiple roles and that they are socially and cognitively engaged in their roles, roles that can be promoted by information technologies. Their digital literacy, individually varying, needs to be improved although it has undergone improvements. Digital technologies and social regulation can improve online learning achievements. Teaching strategies, teacher–student cooperation, gamification, and computer applications can improve online learning achievements. Future research could focus on inter-disciplinary research into the models to sustain online learning during or after the pandemic.

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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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Online Teaching and Learning in Higher Education during the Coronavirus Pandemic: Students’ Perspective

Claudiu Coman, Laurențiu Gabriel Țîru, Luiza Mesesan-Schmitz … (2020)

The research focuses on identifying the way in which Romanian universities managed to provide knowledge during the Coronavirus pandemic, when, in a very short time, universities had to adapt the educational process for exclusively online teaching and learning. In this regard, we analyzed students’ perception regarding online learning, their capacity to assimilate information, and the use of E-learning platforms. An online survey based on a semi-structured questionnaire was conducted. Data was collected from 762 students from two of the largest Romanian universities. The results of the research revealed that higher education institutions in Romania were not prepared for exclusively online learning. Thus, the advantages of online learning identified in other studies seem to diminish in value, while disadvantages become more prominent. The hierarchy of problems that arise in online learning changes in the context of the crisis caused by the pandemic. Technical issues are the most important, followed by teachers’ lack of technical skills and their teaching style improperly adapted to the online environment. However, the last place was assigned by students to the lack of interaction with teachers or poor communication with them. Based on these findings, research implications for universities and researchers are discussed.