Resourcing as an Antecedent of Effective Online Learning Adaptation in the Face of COVID-19: The Case of Papua New Guinea University of Technology (PNGUoT)
Journal of Education, Society and Behavioural Science,
Page 80-89
DOI:
10.9734/jesbs/2021/v34i230307
Abstract
This pandemic has utterly disrupted traditional education systems around the world. Even as a global search for sure-fire innovative solutions to the pandemic rages on, it is increasingly becoming clear that online teaching is no more of an option but, a necessity; changes that were occasioned by COVID-19 might be here to stay! While some are nervous that the abrupt unprecedented pivot to online delivery mode might result in a poor user experience that could stifle sustained growth, others are optimistic that a new normal of learning has emerged with significant takeaways. This study sought to examine how universities are adapting to the new normal of teaching online using a case study of PNGUoT. While acknowledging that the transition to online, asynchronous learning poses just as many challenges for students as it does academics, the study delves into the potential confluence of forces that are antecedents to effective online learning such as institutional policies, media, instructors and learners, and seeks to establish whether they can meaningfully predict effective online learning. A systematic search from literature coupled with the study findings suggests a moderately strong positive effect of resourcing on effective online learning thereby rejecting a null hypothesis and accepting its alternate. The study concludes that the adoption of online learning will continue to persist in the post-pandemic era and as such, therefore, stakeholders in the education space must bolster their capabilities to provide quality online learning as a panacea.
Keywords:
- Resourcing
- online learning
- PNGUoT
- adaptation
- COVID-19
How to Cite
Nuru, S. T., Fred, S., Oyekola, P., & Ngene, C. T. (2021). Resourcing as an Antecedent of Effective Online Learning Adaptation in the Face of COVID-19: The Case of Papua New Guinea University of Technology (PNGUoT). Journal of Education, Society and Behavioural Science, 34(2), 80-89. https://doi.org/10.9734/jesbs/2021/v34i230307
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Martin Weller. The COVID-19 online pivot: The student perspective, The London School of Economics and Political science; 2020.
Available:https://blogs.lse.ac.uk/impactofsocialsciences/2020/03/12/the-covid-19-online-pivot-adapting-university-teaching-to-social-distancing/
USAID. COVID-19 Case study: Malawian Higher Education and Local solutions in Crisis Response; 2021.
Available:https://www.edu-links.org/resources/covid-19-case-study-malawian-higher-education-and-local-solutions-crisis-response;
Richardson JC, Besser E, Koehler A, Lim J, Strait M. Instructors’ perceptions of instructor presence in online learning environments. The International Review of Research in Open and Distributed Learning. 2016;17(4).
DOI:10.19173/irrodl.v17i4.2330
SrećKO JOKSiMOvić, Vitomir Kovanovic, Oleksandra Skrypnyk, Dragan Gasevic, Shane Dawson, George Siemens The history and state of online learning, in Siemens G, Gašević D, Dawson S. Preparing for the digital university: A review of the history and current state of distance, blended, and online learning; 2015.
Arkorful V, Abaidoo N. The role of e-learning, advantages and disadvantages. International Journal of Instructional Technology and Distance Learning, Ghana.2015;12(1):29-42.
OECD. Skills for a digital world: 2016 Ministerial meeting of the digital economy: Background report. OECD Digital Economy Papers (No. 250). OECD Publishing; 2016.
Available:http://dx.doi.org/10.1787/5jlwz83z3wnw-en
Accessed: 12/12/2020
Garrison DR, Cleveland-Innes M. Facilitating cognitive presence in online learning: Interaction is not enough. The American Journal of Distance Education. 2005;19(3):133-148.
Bonwell CC, Eison JA. Active learning: Creating excitement in the classroom. Washington, D.C.: School of Education and Human Development, George Washington University; 1991.
George Siemen S, Dragan gašević, Shane DawSon. Preparing for the digital university: A review of the history and current state of distance, blended and online learning; 2015.
Available:http://linkresearchlab.org/PreparingDigitalUniversity.pdf
US Department of Education, Office of Educational Technology. Transforming American Education; Learning Powered by Technology in National Educational Technologyplan; 2010.
Retrieved:31.12.2020,
Available:http;//www.ed.gov/technology/netp-2010
Muhammad Tariq Khan. Global partnership for education and simon molendijk, UNICEF Papua New Guinea, Papua New Guinea: Reinventing learning in the time of corona. GPE Transforming Education; 2020.
Available:https://www.globalpartnership.org/blog/papua-new-guinea-reinventing-learning-time-coronavirus
Retrieved on 24/12/2020.
DWU Teaching Staff Increasing blended and online learning in PNG universities: The DWU experience, Development Policy Blog; 2020.
Available:https://devpolicy.org/increasing-blended-and-online-learning-in-png-universities-the-dwu-experience-20200520-2/
Jan Czuba, Future-proofing access, quality and delivery in Papua New Guinea’s Higher Education Sector, DHERST Quarterly Newsletter. 2020;3(1).
Ora Renagi. Welcome to the Papua New Guinea University of Technology.Papua New Guinea University of Technology; 2021.
Available:https://www.unitech.ac.pg/unitech/welcome
Koch LF. The nursing educator’s role in e-learning: A literature review. Nurse Education Today. 2014;34(11):1382–1387.
DOI:http://dx.doi.org/10.1016/j.nedt.2014.04.002
Tallent-runnels MK, Thomas Ja, Lan WY, Cooper S, ahern TC, Shaw SM, Liu X. Teaching Courses Online: A review of the research. Review of Educational Research. 2006;76(1):93–135.
DOI:10.2307/3700584
Singh G, Hardaker G. Barriers and enablers to adoption and diffusion of elearning. Education + Training. 2014;56(2/3):105–121.
DOI: 10.1108/eT-11-2012-0123
Luis E, Gemma FC, Carmen MHL, Hugo G, Jose LAC. Analyzing the impact of COVID-19 on education professionals. Toward a paradigm shift: ICT and neuroeducation as a binomial of action. Sustainability, MDPI, Spain; 2020.
Siemens G, Gašević D, Dawson S. Preparing for the digital university: A review of the history and current state of distance, blended and online learning; 2015.
Available:http://linkresearchlab.org/PreparingDigitalUniversity.pdf [pdf, 1.42MB]
Retrieved on 17/12/2020
Richardson JC, Besser E, Koehler A, Lim J, Strait M. Instructors’ perceptions of instructor presence in online learning environments. The International Review of Research in Open and Distributed Learning. 2016;17(4).
DOI:10.19173/irrodl.v17i4.2330
Garrison DR, Cleveland-Innes M. Facilitating cognitive presence in online learning: Interaction is not enough. The American Journal of Distance Education. 2005;19(3):133-148.
Ross SM, Morrison GR, Lowther DL. Educational technology research past and present: Balancing rigor and relevance to impact school learning. Contemporary Educational Technology. 2010;1(1):17–35.
Available:http://aulavirtual.eaie.cvudes.edu.co/publico/lems/L.000.002.Mg/Documentos/anexos/Cap3/1.pd
Retrieved on 15/12/2020
Schmid RF, Bernard RM, Borokhovski E, Tamim RM, Abrami PC, Surkes MA, Woods J. The effects of technology use in postsecondary education: A meta-analysis of classroom applications. Computers and Education. 2014;72(0)271–291.
DOI:http://dx.doi.org/10.1016/j.compedu.2013.11.002
White PJ, Larson I, Styles K, Yuriev Y, Evans DR, Rangachari PK, Short JL, Exintaris B, Malone DT, Davie B, Eise N, McNamara K, Naidu S. Adopting an active learning approach to teaching in a research-intensive higher education context transformed staff teaching attitudes and behaviours. Higher Education Research and Development. 2016;35(3):619¬¬-633. Available:http://dx.doi.org/10.1080/07294360.2015.1107887
McGonigal K. Teaching for transformation: From learning theory to teaching strategies. Speaking of Teaching. 2005;14(2):1-5.
Available:http://www.teoeducation.com/teophotos/albums/userpics/transformation.pdf[pdf,226KB]
Hunt L, Chalmers D. University teaching in focus: A learning-centred approach. Camberwell, Australia: ACER Press; 2012.
Carroll C, Booth A, Papaioannou D, Sutton A, Wong r. UK health-care professionals’ experience of on-line learning techniques: A systematic review of qualitative data. Journal of Continuing Education in the Health Professions. 2009;29(4):235–241.
DOI:10.1002/chp.20041
Styer AJ. A grounded meta-analysis of adult learner motivation in online learning from the perspective of the learner; 2007.
Available:http://search.proquest.com.proxy.lib.sfu.ca/docview/304723729?accountid=13800
Gikandi JW, Morrow D, Davis NE. Online formative assessment in higher education: A review of the literature. Computers and Education. 2011;57(4):2333–2351.
Siemens G. Elearnspace activating latent knowledge capacity; 2014a.
Lust, Juarez Collazo, elen, & Clarebout, (), Students’ tool-use within a web enhanced course: Explanatory mechanisms of students’ tool-use pattern, Computers in Human Behaviour; 2012.
Available:https://www.researchgate.net/publication/257253214_Students%27_tool-use_within_a_web_enhanced_course_Explanatory_mechanisms_of_students%27_tool-use_pattern
Amin ME. Social science research: Conception, methodology and analsysis, Kampala, Makerere University, Uganda; 2005.
Bakkabulindi FEK. Perceived characteristics and adoption of computers among post graduates in the school of education. Makerere University. Unpublished research proposal writing as a prototype for training M.A higher education in proposal writing as part of introduction to research in higher education, October 13th –December 14th 2008. EAIHESD, School of Education Makerere University Kampala Uganda; 2008.
Benard RM, Abrami PC, Lou Y, Borokhovski E, Wade A, et al. How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research. 2004;74(3):379–439.
Jaume D, Willén A. The long-run effects of teacher strikes: Evidence from Argentina. J. Labor Econ. 2019;37:1097–1139.
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