As a result of the Great Online Transition (GOT) that occurred during COVID-19, it is increasingly necessary to understand the digital competencies that are required for online and blended learning in the postpandemic era. Postquarantine, higher education institutions must return to on-campus face-to-face learning, a situation which raises…

The College of Science and Health Professions offers a university preprofessional program. Like most medical schools in Saudi Arabia, the teaching delivery strategy in the university preprofessional program is on campus and face-to-face. During the month of March 2020, teaching activities of the spring semester were proceeding as normal; however,…

During the COVID-19 pandemic, Cooperative Extension professionals, like many others, were tasked with quickly adapting to accommodate limited face-to-face interactions. The pandemic necessitated that Extension educators leverage online resources to deliver tailored programming in informative and innovative ways while providing engaging, hands-on…

In recent years, online teaching has become extremely popular. Most institutions of higher learning are offering online courses in almost every field of study. Teaching any course online is challenging, but teaching quantitative courses, such as operations management, management science, statistics, and others, have added a more challenging…

The outbreak of the COVID-19 pandemic has compelled education systems across the globe to fully embrace online learning as an alternative to face-to-face classes. This has resulted in a paradigm shift, in which online teaching and assessment practices continue to gain prominence at the tertiary level. Hence, this study explores lecturers' teaching…

When the novel coronavirus 2019 caused many schools to immediately go online in March 2020, many instructors had significant training and experience teaching residentially but little to no experience teaching online courses. All classes were immediately converted to online, and some schools are still uncertain as to when they will return to full…

The article presents the challenges of introducing e-assessment at a traditional university where teachers did not extensively use online learning until the first wave of the COVID-19 epidemic. The ad hoc switch to online learning environments is known as emergency remote teaching because it was not planned. The first research supports other…

This study examines the swift shift to online learning prompted by the COVID-19 pandemic, assessing the effectiveness of a faculty distance training program based on the TMOC (Training for the Management of Online Courses) model. The training program aimed to equip faculty with essential skills for online learning, emphasizing a blend of…

The introduction of educational technologies, which are developing at a rapid pace, requires professionalism and readiness of managers to implement the latest information technologies. Therefore, the use of electronic resources in the educational process in higher education can contribute both to developing professional skills and gaining the…

COVID-19 has affected university students' learning experiences on a great scale. The aim of this study was to understand the enablers and barriers to the effectiveness of online learning in a university course during the COVID-19 pandemic, using a qualitative case study approach. Participants were 44 first-year university students enrolled in a…

Hybrid and online synchronous delivery of courses is a time-demanding approach to teaching and learning systems that is designed to engage students in investigations of authentic concepts or problems without coming to the pre-assigned classrooms two or three times a week. This study presents perceptions and attitudes of students that attended a…

Crowdsourcing is an important tool for collecting spatio-temporal data, which has various applications in education. The objectives of this study were to develop and test a laboratory exercise on soil erosion by water and field data crowdsourcing in an online introductory soil science course (FNR 2040: Soil Information Systems) at Clemson…

Purpose: This paper examines the pedagogical features of massive open online courses (MOOCs) for language learning--known as language MOOCs. The mainstream pedagogy of MOOCs typically involves the provision of short videos and reading materials for self-study; discussion forums, mostly for peer-to-peer interaction on course content; and…

This paper reports on the results from a multiple-case study of how EFL school teachers in China coped with online assessment for 10 weeks caused by the COVID-19 pandemic. We looked into the online assessment practices of seven teachers from seven regions of China, through individual interview, teachers' journals, instructional designs for online…

Online teaching is growing in popularity. This paper presents a case study for an online business course investigating student exam scores obtained from non-randomized and randomized exams. We find that the non-randomized exam scores of the students are suspicious because there are statistically significant disparities from the randomized exam…