Abstract
This chapter delves into a study exploring the transformative impact of the recent surge in online learning on higher education. Motivated by the COVID-19 pandemic, the research addresses key questions on adaptation and technological developments. Utilizing literature review and thematic analysis, the study identifies challenges such as insufficient leadership, technical support gaps, and inconsistent e-learning practices. Differences between developed and developing countries underscore disparities. The study offers practical insights for institutions to acknowledge challenges and enhance online courses, urging the industry to evaluate and implement sustainable e-learning models.
TopIntroduction
As with any sphere of human activity and any industry in the modern world, the field of education undergoes significant changes under the impact of many factors. The shifts in economy, politics, society, and other domains trigger respective alterations in the content of learning and its form (Peimani & Kamalipour, 2021). With the introduction of digitalization to the world, it has become an essential element of development that drives changes and provides additional opportunities for growth. Indeed, learning has become one of the most important elements of the process of achieving success in the contemporary competitive world (Bahasoan et al., 2020). With the shifts in workplace and business toward appreciating talent and knowledge, the ability to learn and acquire new skills has become a decisive factor for building competence. In this regard, the process of obtaining a degree becomes a pivotal goal for people who prioritize education as a means of professional growth.
However, conventional learning has also undergone some changes due to the overall digitalization trends as well as the social isolation related to the COVID-19 pandemic. Although online learning emerged before the COVID-19 crisis, its rapid development under the burden of the issue has become inevitable (Garcia-Morales et al., 2021; Sandars et al., 2020). Such a sudden need to change the conventional way of learning and teaching necessitated active involvement of the educational community in the process of transforming and adapting to the new requirements. Given the social isolation, online learning became reliant on technological developments enabling distance connection for communication, teaching, and learning between educators and students. In addition, the means of sharing educational information, including platforms, applications, and websites, have become a fast-growing digital industry (Turnbull et al., 2021). Many organizations, most importantly higher educational institutions, responded to the crisis by maximizing their efforts in the direction of facilitating the technological support of digital education.
This chapter aims to investigate the issues related to the journey toward the transformation of technologies for the purpose of enabling successful online learning in higher educational facilities. The article delivers the results of secondary data research on the specific cases of universities and colleges that have demonstrated significant changes in their delivery of online educational services. The study uses a case study design based on the secondary research methodology to generate a body of evidence illustrating the developments in digital learning. The chapter includes a literature review section covering the most recent publications on the topic of online learning, a methodology section explaining the research process, and a findings section elaborating on the results of the study and its implications for practice and further research efforts. Overall, the study aims to answer the research questions formulated as follows:
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Research Question 1: How do universities and colleges adapt to the new requirements of online learning?
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Research Question 2: What technological developments have enabled the transformation of contemporary higher education into an online-based one?
To answer these research questions, a qualitative study is conducted on the basis of secondary data on the cases of universities and colleges providing online educational services to students. The findings of this research study are anticipated to have a positive impact on scholarly circles by contributing evidence on the issue of adapting to online learning in contemporary higher education, as well as demonstrating particular cases that unveil the issues that higher educational institutions might need to correct and strengths that should be disseminated.
Key Terms in this Chapter
Synchronous Teaching Method: A method where instruction and learning occur in real-time, with simultaneous interaction between instructors and students. This approach often involves live, scheduled sessions such as virtual classes, video conferences, or webinars where teachers and learners engage in direct communication.
Asynchronous Teaching Method: A method where instruction and learning do not occur in real-time. Instead, learners access pre-recorded lectures, assignments, and other course materials at their own pace and convenience. This approach allows for flexibility in the learning process, as students can engage with the content when it suits their schedule.
Learning Management System (LMS): A software platform that facilitates the administration, delivery, and management of educational courses and training programs. It provides a centralized space for organizing and delivering content, tracking student progress, and managing various aspects of the learning experience.
Digital Classrooms: Learning spaces that incorporate technology, utilizing tools like interactive whiteboards and online platforms to enhance the educational experience. They offer access to digital resources, fostering interactive and collaborative learning in a tech-driven environment.
Pedagogical Methods: The strategies, techniques, and approaches used by educators to facilitate learning and promote the acquisition of knowledge and skills among students.
Online Learning: Also known as e-learning, is an educational approach facilitated through digital platforms and the internet. It allows students to access educational materials, interact with instructors, and participate in learning activities remotely, without the need for physical classrooms.
Digitalization: The conversion of analog information into digital form, utilizing technology to enhance and streamline processes, making them more efficient and accessible.
Conventional Learning: This refers to traditional forms of education that primarily take place in physical classrooms or structured settings.